A guide to program construction in a California seventh and eighth grade school

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A GUIDE TO PROGRAM CONSTRUCTION IN A CALIFORNIA SEVENTH AND EIGHTH GRADE SCHOOL

A P ro je c t P re se n te d to th e F a c u lty o f th e School o f E d u c a tio n T he U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a

In P a r tia l F u lfillm e n t o f th e R e q u ire m e n ts f o r th e D eg ree M a ste r o f S c ie n c e in E d u c a tio n

by M ild r e d F o lm ar A u g u st 1950

UMI Number: EP46309

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

Dissertation PWslisWing

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Th is p r o je c t report, w ritten under the direction of the candidate's ad v is e r a n d a p p r o v e d by h i m , has been pr ese nte d to an d ac ce pt e d by the F a c u lt y of the S c h o o l of E du c at io n in p a r ti a l fu lfi llm en t of the requirements f o r the degree of M a s t e r of Science in Education.

Adviser

Dean

Seeing Junior High from the Sky

Vina F School Ontario, California

Faculty

M iss M ildred F olm er P rin c ip a l

C lark Lew is B oys C o u n s e lo r V ic e P r in c ip a l S tu d e n t G o v e r n m e n t

M iss E lizab e th B erry G irls C o u n s e lo r S o c ia l S k ills S p e e c h A rts

Mrs. R uth W illiam s S e c r e ta r y

R oss A n th o n y S o c ia l S tu d ie s

A lb ert C o le b a n k B oys P h y s ic a l E d u c a tio n

M iss M a rg a re t A nn C ook G irls P h y s ic a l E d u c a tio n

Mrs. G la d y s C urtis E n g lis h V o c a tio n a l T r a in in g

M iss Beryl D artin g M a th e m a tic s

M iss S te lla De L acey E n g lis h A rt a n d S p e e c h

M iss Jo sep h in e G o ld sm ith M a th e m a tic s L ite ra tu re

La M arjo lain e G ra n t M iss R uth H a ls te a d Foods

Mrs. Ib e r H um m el E n g lis h H o m e A rts

R ich ard Johnson B oys P h y s ic a l E d u c a tio n S o c ia l S tu d ie s

E d Jones M a th e m a tic s G e n e r a l S c ie n c e

M ark Jones M e c h a n ic a l D ra w in g . M e ta l S h o p

K eith Larick M a th e m a tic s

Mrs. C o n n ie M cB ade B oys a n d M u sic

M iss S h irley M aa s G irls P h y s ic a l E d u c a tio n

E n g lis h

G irls G le e C lu b

Jack R. M cB ade Speech D r a m a tic s

Mrs. E d n a M errim an C lo th in g

M iss E stelle M itchell A rt

M iss M a rc e lla N orris I n s tr u m e n ta l M u sic S o c ia l S tu d ie s

W e sle y P iper M a th e m a tic s T raffic O r d in a n c e S o c ia l S tu d ie s

F re d R ohrs S o c ia l S tu d ie s B oys P h y s ic a l E d u c a tio n

Mrs. F a y e S p en ce r E n g lis h L ib ra ry P r a c tic e a n d L ite ra tu re

M iss A d e la id e T eter E n g lis h J o u rn a lis m L ite ra tu r e

Mrs. Justin T o o th ak er S o c ia l S tu d ie s M a th e m a tic s

F W e a v e r T hornton S o c ia l S tu d ie s

Jo sep h V ieira W oo d sh o p

M iss M a u d e P eo p les M iss R uth S h ack elfo rd N u rses

Mrs. F ra n c is H arm o n Mrs. F lo ren ce B enson S u b s titu te s

PREFACE TO THE TEACHERS

H e r e we a r e ,

to g e th e r a g a in ,

in our f i r s t fa c u lty

m e e tin g p r i o r to b e g in n in g th e f a l l lo o k s h e a lth y , h ap p y ,

s e m e s te r.

and b e a u t i f u l l y

E v ery o n e

su n -ta n n e d .

The

t a n may f a d e , b u t do k e e p t h e h e a l t h a n d h a p p i n e s s a l l y ear. By now , y o u h a v e b e e n n o t i f i e d b y m a i l w h a t y o u a r e to

te a c h t h i s f a l l .

As we h a v e m oved t o w a r d l e s s

and

l e s s h o m o g e n e o u s g r o u p i n g i n o u r s c h o o l , we h a v e a l s o p r o g r e s s e d t o w a r d m o re p a r t i c i p a t i o n i n p r o g r a m c o n s t r u c ­ tio n .

E a c h y e a r , h a s s e e n t h e c o u r a g e o u s t r i a l o f so m e ­

t h i n g new .

Remember t h e a t t e m p t we made t h r e e y e a r s a g o

w ith a fiv e

i n s t r u c t i o n p e rio d day?

The p a r e n t s a n d

s tu d e n ts t o ld us p o l i t e l y b u t f ir m ly w hat th ey th o u g h t of th a t.

T h e n we t r i e d a p e r i o d c a l l e d d i r e c t e d a c t i v i t i e s

c o m b i n e d w i t h home ro o m p l a c e d a t t h e e n d o f t h e d a y . w as v e r y p o p u l a r w i t h t h e

stu d e n ts .

In th e o ry ,

it

It

p ro ­

v id e d w on d erfu l o p p o r tu n itie s f o r e x tr a - c u r r i c u l a r a c t i v ­ itie s

fo r th e bus c h ild r e n .

L ast s p rin g , you ru le d i t

o u t a s a c o n fu s in g w a ste o f s t u d e n t tim e . little

Our ,fo d d M

p u p ils p r e f e r r e d to In v e n t ex cu ses to le a v e

home ro om e v e n i f

th e re w asn’t

a c lu b m e e tin g .

a lw a y s a t s c h o o l , b u t n e v e r I n c l a s s . w ork d i d n ’ t h e l p .

th e

They w ere

E v e n a d d e d home

They c h e e r f u l l y d i d t h e i r w ork a t

lii

home i n s t e a d o f i n Your h e lp l a s t

t h e home room* s p r i n g was i n v a l u a b l e

in th a t your

c a n d id c r i t i c i s m s p re v e n te d th e r e p e t i t i o n th e l a s t program u s e d . fo r th is y ear,

of e rro rs in

When y o u v i e w t h e m a s t e r s c h e d u l e

b e a r i n m in d t h a t y o u r d e s i r e s w e re c a r e ­

f u l l y w e ig h e d a g a i n s t th o s e o f e d u c a t i o n a l p r i n c i p l e s , th e w e lfa re o f o u r c h ild r e n ,

t h e d e m a n d s o f t h e c o m m u n ity ,

and th e l o c a l d i s t r i c t ’ s a b i l i t y t o p ro v id e *

W h erein t h e

s c a l e s b a la n c e d e v e n l y y o u r r e q u e s t s becam e l a w .

R em em ber,

to o ,

your ad­

t h a t w h i l e y o u w e re g e t t i n g

t h a t sum m er t a n ,

m i n i s t r a t o r s w e re l a b o r i n g o v e r t h e d e t a i l s make t h i s y e a r s m o o t h e r f o r y o u . t h e im m e d ia te p le s

o u tlin e

to

s t u d y made o f

o f c o u rs e s ; u n d e rs ta n d th e p r i n c i ­

i n v o l v e d i n m ak in g i t ;

by i t .

R ead t h e

th a t are

th e n d e te rm in e

to

do y o u r b e s t

ACKNOWLEDGMENTS G ra te fu l re c o g n itio n i s

s i n c e r e l y g i v e n t o Dr* Osman

R . H u l l , now D e an o f t h e S c h o o l o f E d u c a t i o n , sity

o f S o u th e rn C a li f o r n ia ,

fo r in itia tin g

th e U n iv e r­

in te re s t

in

t h e s c h e d u l i n g p r o b l e m som e y e a r s a g o i n a p r a c t i c u m a n d t o Dr* T ed G o r d o n , a l s o

o f t h e S c h o o l o f E d u c a t i o n , who

t a u g h t a n ,!o l d d o g new t r i c k s ” so t o p r a c tic u m and th e p r o j e c t , p ro g ram b e t t e r

s u ite d to

s p e a k b y m eans o f a

i n w h i c h h e made t h e s c h o o l

th e

tim e s*

A p p re c ia tio n i s

a lso

e x p r e s s e d t o M is s E l i z a b e t h B e r r y a n d Mr. C l a r k L e w i s , V i n a F . D a n k s J u n i o r H i g h S c h o o l c o u n s e l o r s , who p r o g r a m ­ med e l e c t i v e s ,

and to

M is s S t e l l a D e L a c e y , E n g l i s h t e a c h e r

i n t h e same s c h o o l who o u t l i n e d

” The F r a m e w o r k o f P u b l i c

E d u c a ti o n i n C a l i f o r n i a ” w h ic h a p p e a r s i n t h e a p p e n d ix *

V

TABLE OF CONTENTS CHAPTER'

PAGE

INTRODUCTION ............................................................................................ PART I .

v iii

THE EXAMINATION

HOW TO APPLY THE STETHOSCOPE TO THE HEART OF THE SCHEDULING PROBLEM 1.

WEAKNESS:

How t o s e l e c t t h e

p r e s e n t sc h ed u le o f c la s s e s 2*

STRENGTH:

in firm itie s . .

. .

*

.

i n th e .

.♦

2

How t o t e s t w h a t i s w o r t h k e e p i n g i n

th e p ro g ram j u s t u se d . . . . • • • • PART I I .

. .

..

8

THE DIAGNOSIS

HOW TO MAKE THE TRANSITION FROM ELEMENTARY TO SECONDARY SCHOOL EASIER 3*

SIMPLIFICATION:

How t o a c c o m p l i s h b e t t e r

o r i e n t a t i o n o f s e v e n th g rade p u p ils Ij.*

INDIVIDUAL WELFARE:

• • * • * •

How t o p r o v i d e f o r i n ­

d i v i d u a l a b i l i t i e s ..................... .............................. • 5.

FACULTY ASSISTANCE: ance

l6

•*

31

How t o h a n d l e g r o u p g u i d ­

.................................................................................................* PART I I I .

THE TREATMENT

HOW TO IMPROVE THE PROGRAM OF CLASSES 6.

BETTER TIMING:

How t o make a b e l l s c h e d u l e

I n a s c h o o l w ith a bus p ro b le m . • • • • • « »

l±7

Vi

CHAPTER 7.

PAGE

PRACTICAL HELP:

How t o s e t u p c l a s s e s

a d e q u a te f o r v o c a t io n a l n eed s 8.

ENRICHED PROGRAM:

SOCIALIZATION: c u la r d e sire s

......................................

How t o p u t i n

a v o c a tio n a l i n t e r e s t 9*

.

•.

.

55

co u rses of

• «

6l

How t o make way f o r e x t r a - c u r r i ­ • • • •

PART IV .

. .

. .

.

. . . . . . .

67

THE CURE

HOfsf TO MAKE THE 1 9 5 0 - 1 9 5 1 PROGRAM 10.

INSTRUCTOR WELFARE:

How t o e c o n o m iz e o n t h e .

76

..............................

85

u s e o f t e a c h e r t i m e ......................................... ..... 11.

WHOLESOME DIET:

How t o b l o c k i n t h e s u b j e c t s

c o n sid e re d n e e d fu lf o r 1 2 .'

FINAL CHECK-UP: m a ste r sc h e d u le

.

th e s tu d e n ts

How t o map o u t t h e

te a c h e rs1

. • . . . • • • • • • • •

BIBLIOGRAPHY.............................................. .....

. ♦

100

. .

117

AUDIO-VISUAL A I D S ........................................................................................ 123 APPENDIX .

.

................................................................................................ 126

v ii

EXHIBIT

PAGE

A.-

SEGREGATING BOYS AND GIRLS BY SCHOOLS............................. 18

B.

FORMING SEVENTH GRADE HOME ROOM SECTIONS . . . .

C.

SAMPLE COPY OF LIST BY SCHOOLS...............................................21

D.

HOME ROOM SECTIONS ORGANIZED FROM LIST BY SCHOOLS 2 2

E.

ROOM AND TEACHER ASSIGNMENTS TO PLACEMENT CENTERS 23

F.

HOME ROOM CHART PREPARED FOR T E A C H E R S ...........................2 3

G.

THE DAILY TIME SCHEDULE FOR 1 9 5 0 - 5 1 .................................. 50

H.

SPECIAL TIME SCHEDULE FOR ASSEMBLY OR MINIMUM DAY 52

I.

CAMPUS SUPERVISION CHART.............................................

J.

CLASS PROGRAM BLANKS......................................................................... 89

K.

PROGRAM CARD FOR INDIVIDUAL STUDENTS................................91

L.

MAIN B U IL D IN G ...............................................................................

M.

OUTER B U IL D IN G S...................................................................................10 2

N.

SCHEDULE BLANK FILLED I N ............................................................ 106

0.

FILLED IN SEVENTH GRADE SCHEDULE BLANK ..................... 107

P.

SAMPLES OF TRIAL SCHEDULES SHOWING TRANSCRIPTION

FROM STUDENT PROGRAM TO TEACHER PROGRAM

.

. . . .

19

.

77

. 10 1

108

Ql.

TEACHERS' MASTER SCHEDULE..........................................................113

R.

TEACHERS' MASTER SCHEDULE CONCLUDED........................... lli|.

v iii

INTRODUCTION S ta te m e n t o f th e

P ro b le m *

In th e b u sy l i f e

o f th e

j u n i o r h i g h s c h o o l p r i n c i p a l , he h a s b e e n ad m o n ish e d t o ffi n t e r p r e t t h e

e d u c a tio n a l program th ro u g h a n n u a l r e p o r t s ,

school b u lle tin s ,

le tte rs

to p a re n ts ,

and p r e s e n ta tio n s to l o c a l , se rv ic e o r g a n i z a t i o n s . s i o n a l l y , he aw akens to

c iv ic ,

It

is

new spaper p u b l ic i ty ,

so c ia l,

p o litic a l,

not su rp risin g

th a t,

and occa­

t h e f a c t t h a t he h a s b e e n so i n ­

v o lv e d w ith e x p la in in g e d u c a tio n a l p h ilo s o p h y and c u r r i c u ­ la r

tre n d s th a t he h as n o t e v a lu a te d w ith h im se lf and h is

f a c u l t y t h e i r program o f

co u rses o f f e r e d .

A p p a re n tly c u rric u lu m i s

ev er u n d er th e s p o tlig h t o f

o b s e r v a t i o n , b u t th e p ro g ram w h ich e m b ra ce s t h e c u r r ic u lu m is

t h e l o c a l t r a d i t i o n a l o n e made u p o f t h e c o u r s e s t h e

t e a c h e r s have a lw a y s t a u g h t , c ip a l h im se lf,

t h e t y p e p r e f e r r e d by t h e p r i n ­

o r som e o t h e r u n a u t h e n t i c

sc ra m b le o f c o u rs e s

t h a t th e w o rrie d a d m i n i s t r a t o r a sse m b le s i n th e

summer a n d

th e t e a c h e r v iew s w ith a la rm i n th e f a l l . T h e re fo re , th e pu rp o se of t h i s th ro u g h th e

stu d y i s

to b r i n g ab o u t

c o o p e ra tiv e p la n n in g o f th e p r i n c i p a l and h e r

1 C a l i f o r n i a F r a m e w o rk C o m m i t te e , A F r a m e w o r k f o r P u b lic E d u c a tio n i n C a l i f o r n i a . C a lif o r n ia S ta te D e p a rtm e n t o f E d u c a t i o n , . S a c r a m e n t o , 19^-9* P* 3 0 ( S e e IfF r a m e w o rk n o u t l i n e i n A p p e n d ix .)

ix

f a c u l t y th e m o d e rn iz a tio n o f th e p r e s e n t p rogram o f c o u rs e s o f f e r e d a t t h e V in a F . B anks J u n i o r H ig h S c h o o l i n o r d e r to m eet th e r e q u ir e m e n ts o f th e b e s t e d u c a tio n a l c r i t e r i a p o ssib le under lo c a l c o n d itio n s. Im p o rta n c e of th e p ro b le m .

T he n e e d f o r t h i s

lem c o u ld a r i s e f o r a n y a d m i n i s t r a t o r i n o rn ia

a ty p ic a l C a lif­

j u n i o r h ig h s c h o o l o f g ro w in g s t u d e n t b o d ie s

sh rin k in g b u ild in g s . m e e tin g in q u ir e d :

and

A t ir e d te a c h e r in a sp rin g f a c u lty

MW hat b e ca m e o f

we a l l h a d a fe w y e a r s a g o ? v ia te d

p ro b ­

lu n ch p e rio d s t i r e

th e p r e p a r a t i o n p e r io d

An e x t r a c l a s s a d d e d t o a b b r e ­

th e te a c h e r s and le s s e n t h e i r

e f f i c i e n c y . 11 T h is i n s t a n c e

b ro u g h t in to

fo cu s th e d e s ire

a s tu d y o f th e p ro g ram o f f e r e d to n e ce ssa ry to

ju stify

th e

stu d e n ts.

f o r m ak in g I t w as

th e f a c t t h a t e v e ry te a c h e r d id n o t

have a p r e p a r a t i o n p e r io d w ith in th e p u p ils*

school day.

So many l o c a l f a c t o r s a d d e d r a m i f i c a t i o n s t o t h e p r o b l e m , t h a t a d e t a i l e d s tu d y was n e c e s s a r y . An a d d e d m o t i v a t i o n f o r m a k i n g t h e

s t u d y w as t h a t t h e

p r i n c i p a l h a d j u s t b e e n in fo rm e d o f t h e a p p o in tm e n t by th e d is tric t

o f a c u rric u lu m e x p e r t i n charge o f g ra d e s f o u r

th ro u g h e i g h t .

H er i n t e r e s t t h e n becam e t w o - f o l d :

i m p r o v e i n t e r n a l p u b l i c r e l a t i o n s a n d (2 )

to

(1 )

s k e tc h an

a c c u ra te p o r t r a i t of th e p ro g ram o f f e r e d f o r th e u se o f

to

.X

th e

j u n i o r h i g h s c h o o l 1s f i r s t The l o c a l

s e ttin g

c u rric u lu m c o n s u lta n t.

o f th e p ro b lem .

The V i n a P . D a n k s

J u n i o r H ig h S c h o o l d i f f e r s f r o m m o st j u n i o r h i g h s c h o o l s in C a lifo rn ia in th a t i t it

is

ta ry

T e c h n ic a lly ,

a d e p a r t m e n t a l i z e d s e v e n t h a n d e i g h t h g r a d e e le m e n ­ sc h o o l.

S ix t h g rad e g ra d u a te s fro m s ix e le m e n ta ry

sc h o o ls pour in to ta ry

la c k s a n in th g rad e.

its

g a te s e a c h S e p te m b e r.

The e l e m e n ­

s c h o o ls 1 s u p e rin te n d e n t and sc h o o l-b o a rd se rv e

it

w ith th e o th e r s c h o o ls and w h e re in th e y can a f f o r d i t , a d m in iste r i t

i n e v e r y w ay a s t h e y w o u ld a s e c o n d a r y s c h o o l .

T he s c h o o l a d m i n i s t r a t i o n c o n s i s t s p rin c ip a l, se lo r,

a boys* v i c e - p r i n c i p a l ,

o f:

a su p e rv iso ry

a h a lf-tim e

g i r l s * coun­

a s c h o o l n u r s e , an d one and a h a lf - t im e

se c re ta rie s.

S u p e r v i s i o n i s a i d e d b y th e d i s t r i c t m u sic s u p e r v i s o r and t h e new c u r r i c u l u m e x p e r t . T h i s f a l l t h e r e w i l l b e lp02 e i g h t h g r a d e

s t u d e n t s , ip55

in c o m in g s e v e n t h g ra d e p u p i l s , a n d o p t i m i s t i c a l l y s p e a k in g , t h e o u t - o f - d i s t r i c t n e w c o m e rs w i l l e v e n l y r e p l a c e le a v in g th e d i s t r i c t a s th e y d id l a s t y e a r . th is

th o se

One h a l f o f

s t u d e n t b o d y a r r i v e s b y b u s a t 7slp5 A. M.

B uses le a v e

a t 3 P . M. T w e n ty -e ig h t and o n e - h a l f tim e t e a c h e r s c h ild re n . is

i n s t r u c t 857

The t e a c h i n g l o a d o f t h i r t y p u p i l s p e r t e a c h e r

a heavy seco n d ary lo a d ,

but i t

d o esn ft

seem u n r e a s o n ­

a b l e i n t h e l i g h t o f t h e f a c t t h a t ■e l e m e n t a r y s c h o o l s i n

x i

th e d i s t r i c t house fro m t h i r t y - e i g h t

to f o r ty - th r e e

in a

c la s s r o o m due t o l o c a l b u i l d i n g an d f i n a n c i a l c o n d i t i o n s * H o w e v e r, a b u i l d i n g p r o g r a m i s now g o i n g f o r w a r d w h i c h w i l l im p r o v e t h e

s i t u a t i o n w i t h i n tw o y e a r s *

B u ild in g sp a ce and p la y g ro u n d a r e a occupy an im p o rta n t p lac e

i n th e p ro b lem .

b u ild in g , a c a f e te r ia ,

On e i g h t a c r e s i s p l a c e d a m a i n a shop b u i ld i n g ,

tw o P h y s i c a l E d u ­

c a t i o n b u n g a lo w s, a n d th e d i s t r i c t ! s A d m i n i s t r a t i o n B u i l d ­ in g . in to

P la n s are

to r e c o n v e r t th e A d m in is tr a tio n B u ild in g

a d d i t i o n a l c la s s ro o m s a n d P h y s ic a l E d u c a tio n f a c i l i ­

t ie s w ith in a y e a r. I n m a in b u i l d i n g a r e a d m i n i s t r a t o r s ’ o f f i c e s ,

a sm a ll

l i b r a r y w h i c h s e a t s I4.0 , a n a u d i t o r i u m c o n t a i n i n g 7 0 0 s e a t s , a g i r l s 1 s m a l l h o s p i t a l ro o m w h i c h d o u b l e s f o r a s u p p l e ­ m e n ta r y b o o k s t o r e r o o m , a n u r s e ’ s o f f i c e w here t e x t b o o k s are s t o r e d ,

g i r l s ’ an d boys*

la v a to rie s,

and tw e n ty c l a s s ­

ro o m s* The c a f e t e r i a b u i l d i n g c o n t a i n s a m a i n d i n i n g w h e re 2f>0 s i t c o m f o r t a b l y ; seven sc h o o ls;

a k itc h e n e q u ip p e d t o

room

serv e

a P o o d s l a b o r a t o r y , p l a n n e d f o r 2ij.j a C l o t h ­

i n g ro o m h a n d l i n g t h e sa m e n u m b e r ; a g i r l s ’ P h y s i c a l E d u ­ c a tio n c la ss ro o m ;

and a t e a c h e r s ’ lu n c h ro o m t h a t d o u b le s

f o r a c l a s s r o o m i n H o m e -m a k in g p a r t o f t h e d a y . Shops c o n s i s t o f a la r g e

w o o d s h o p f o r 27 b o y s ,

a

x ii

m e t a l s h o p f o r t h e sam e n u m b e r , a m e c h a n i c a l d r a w i n g ro o m w h ic h c o u ld h a n d le 3 0 , a s m a ll v i s u a l a i d s l e c t u r e and an a d d i t i o n a l boys*

ro o m ,

la v a to ry .

E ac h o f t h e p h y s i c a l e d u c a t i o n b u n g a lo w s a r e l a r g e c l a s s r o o m s b u t do n o t h a v e s h o w e r o r d r e s s i n g - r o o m f a c i l i ­ tie s . W ith in t h i s

e d u c a tio n a l la b o ra to ry ,

ro o m s e c t i o n s m u s t b e s c h e d u l e d . c l o s e r e x a m i n a t i o n show s t h a t i t

It

t w e n t y - f o u r home

so u n d s s im p le u n t i l

is n o t p o s s ib le to

a n e n t i r e home r o o m s e c t i o n i n t o s u c h l a b o r a t o r i e s p r o v i d e d f o r Home M a k in g c l a s s e s ,

th ru st as a re

I n d u s t r i a l A rts c o u rse s,

S c i e n c e , D r a m a t ic s , a n d o t h e r e l e c t i v e s w here

th e e n v iro n ­

m ent h a s b e e n p l a n n e d f o r i n d i v i d u a l t r a i n i n g . D e f in itio n of te r m s . w ill r e f e r to th e

P ro g ra m m ak in g i n

sc h e d u lin g of th e stu d e n ts *

d a i l y p ro g ram s f o r th e

e n tire

c o m in g y e a r .

c u lu m w i l l b e e x a m i n e d i n o r d e r t o be p u t i n t o

t h i s g u id e and te a c h e rs *

A lth o u g h c u r r i ­

d e te rm in e w hat sh o u ld

t h e d a i l y p r o g r a m , p r o g r a m m a k i n g i s i n n o way

t o b e c o n fu s e d w i t h c u r r i c u lu m m ak in g .

A lso ,

a lth o u g h ,

i t b e c o m e s n e c e ;s sa r* y t o e x a m in e t h e b e l l s c h e d u l e a n d t h e a llo tm e n t' o f p e r io d s , th e t e c h n i c a l i t i e s

th e a c t u a l m a th e m a tic a l fo rm u la e and

o f s c h e d u l i n g d i d n o t i n t e r e s t th e

e r s e x c e p t i n th e m ost f u n c t i o n a l w ay.

te a c h ­

x iii

P h ilo s o p h y em ployed i n t h e p r o b le m * I n t h e San B e rn a d in o C ounty i n s t i t u t e s e s s i o n s , i n t h e i r p r i v a t e f a c u l t y m e e tin g s, and w ith in t h e i r in - s e r v ic e

tra in in g courses,

t h e f a c u l t y o f t h e V ina F . Danks J u n i o r H ig h S c h o o l h a d s t u d i e d tfA Framework f o r P u b l i c E d u c a t i o n i n C a l i f o r n i a ” . ^ From t h e p r o f e s s i o n a l e m p h a sis g i v e n i t ,

t h e g rou p d e c i d e d

t o a c c e p t an d a b id e by i t s p h i l o s o p h y a s n e a r l y a s p o s s i b l e . F o r t h e i r p l a n t o p a r t i c i p a t e w i t h th e p r i n c i p a l i n p ro g ra m p l a n n i n g , t h e y d e r i v e d t h e i r r i g h t s fro m t h i s p a r t o f i t s te x t: The c o n s i s t e n t p r a c t i c e an d u s e o f d e m o c r a tic p r o ­ c e d u r e s b e tw e e n a d m i n i s t r a t o r s and t e a c h e r s , t e a c h e r s an d t e a c h e r s , t e a c h e r s a n d p a r e n t s , an d t e a c h e r s and stu d e n ts w i l l b u ild th e f le x ib l e but stro n g s tr u c tu re i n w h ic h g ro w th can d e v e lo p . Those c o n c e r n e d w i t h t h e e d u c a t i o n p r o g r e s s m ust b e a i d e d i n b u i l d i n g t h e s k i l l s o f s u c c e s s f u l i n d i v i d u a l a n d g ro u p i n t e r a c t i o n . I f t e a c h e r s a r e t o a t t a i n f u l l com petence and c r e a t i v i t y t h e i r p h y s i c a l , m e n t a l , e m o t i o n a l n e e d s m u st be r e c o g ­ n i z e d . B urd ens m ust be s h a r e d , c o m p l a i n t s i n v e s t i g a t e d a n d , i f p o s s i b l e , a d j u s t e d . A c l i m a t e o f m u tu a l t r u s t an d c o n f id e n c e m ust p r e v a i l . 3 Then t h e p r i n c i p a l c o n v i n c e d h e r s e l f t h a t t h e y were on t h e r i g h t t r a c k b y a r e v i e w o f c o n te m p o r a r y p r o f e s s i o n ­ a l l i t e r a t u r e w h ich l e a v e s no d o u b t t h a t d e m o c r a tic r e l a ­ t i o n s h i p s t h r o u g h o u t th e s c h o o l a r e a n a t u r a l r e s u l t o f d e m o c r a tic a d m i n i s t r a t i o n .

2 Ib id

.f p .

233

3 I b i d . . p . 235*

x iv

The g r o u p e o n c e r n i n g i t s e l f w i t h p r o g r a m c o n s t r u c ­ tio n based i t s

d e te r m in a tio n o f w hat to p u t in to th e s c h e ­

d u le on th e reco m m e n d atio n s i n

,fThe F r a m e w o r k , ” The S t a t e

o f C a l i f o r n i a E d u c a ti o n C ode, a n d th e d e s i r e s o f th e c h i l d ­ r e n and p a re n ts o f th e th e p ro g ram to (1 )

c o m m u n ity .

C r itic a l e v a lu a tio n of

be o f f e r e d r e v o l v e d a r o u n d t h r e e q u e s t i o n s :

W hat g r o w t h a n d d e v e l o p m e n t o f c h i l d r e n i s

p la c e as a r e s u l t

ta k in g

o f t h e i r e d u c a tio n a l e x p e rie n c e ?

( 2 ) W hat

a r e th e n e e d s o f c h i l d r e n w h ic h e d u c a t i o n c a n and m u st m e e t? ( 3 ) W hat a r e t h e n e e d s o f s o c i e t y w h i c h e d u c a t i o n c a n a n d m ust m e e t? '^ M e th o d o f p r o c e d u r e .

The d i f f i c u l t i e s b e s e t t i n g u s

i n g o in g a b o u t m ak in g a b e t t e r s c h e d u le w ere a n a l y z e d by f a c u l t y m e m b e rs , le a d e rs h ip

c o u n se lo rs,

c la ss .

and s tu d e n ts o f th e

P r i n c ip l e s fo llo w e d i n

stu d e n t

c o rre c tin g d i f f i ­

c u l t i e s w ere b a s e d on c o n te m p o ra ry e d u c a t i o n a l p h ilo s o p h y re c o m m e n d e d f o r C a l i f o r n i a

ju n io r h ig h sc h o o ls, d e riv e d

£rom t h e f o l l o w i n g s o u r c e s : 1.

C a l i f o r n i a F ra m e w o r k C o m m i t t e e : fo r

E d u c a tio n i n C a l i f o r n i a .

D e p artm en t o f E d u c a tio n ,

4 Ib id .,

p. 39.

A F ra m e w o rk C a lifo rn ia S ta te

S a c r a m e n t o , 19^4-9•

XV

2.

A l l e n , A very :

’’I n t e r n a l P u b l i c R e l a t i o n s a r e

I m p o r t a n t, t o o . ”

C a l i f o r n i a J o u r n a l o f S e c o n d a ry

E d u c a t i o n , 2i^.:ifl0-ll}. (Nov. 19^-9) 3.

B r a n d e s , L o u is :

’’A d m i n i s t r a t i v e P r a c t i c e s i n

C a l i f o r n i a H igh S c h o o l s . ”

C a lifo rn ia Jo u rn al

o f S e c o n d a ry E d u c a t i o n , 2i|.:33l4--339 ( O c t. 19^9) • Ij..

Cwynn, J . M inor: S o c ia l T ren d s.

C u r r ic u lu m P r i n c i p l e s and The M a cm illan C o ., New Y o rk ,

19^4-3 • 6o 8 p p . 5.

K rug, Edward A . :

C u r r ic u lu m P l a n n i n g .

H arper

B r o s . , New Y o rk , 1 9 5 0 . 306 p p . 6.

L e e , J . M urray an d L ee , D o r r i s May: and H is C u r r ic u lu m . 19^ 0 . 652 p p .

The C h i l d

D. A p p le t o n - C e n tu r y C o .,

1

PART I .

THE EXAMINATION

HOW TO APPLY THE STETHOSCOPE TO THE HEART ■OF THE SCHEDULING PROBLEM When d i d y o u h a v e y o u r l a s t p h y s i c a l e x a m i n a t i o n ? Was i t w h e n y o u a p p l i e d f o r l i f e

in su ra n c e ,

o r w ere y o u

r e q u i r e d t o have one i n o r d e r t o ren ew y o u r te a c h i n g c re d e n tia l?

Upon t h i n k i n g a b o u t t h e

ju n io r h ig h sc h o o l

s c h e d u l e , we w i l l p r o b a b l y f i n d t h a t a t h o r o u g h e x a m i n a ­ tio n of i t

to o h a s b e en p o stp o n e d .

E ven as i t fre q u e n tly , je c ts

it

is d e sira b le

to have a p h y s ic a l ch eck -u p

i s w e l l t o e x a m in e t h i s f r a m e w o r k o f s u b ­

t h a t h o l d s o u r s c h o o l t o g e t h e r a s a n o r g a n i z e d w h o le *

I n d o in g s o , a lo a n o f th e m e d ic a l te c h n iq u e i s n o t a m is s . S u re ly th e r e

i s no p r o f e s s i o n t h a t i n s i s t s upon t h e u se

o f m ore t h o r o u g h s c i e n t i f i c

k n o w le d g e o r o f h i g h e r e t h i c s .

B e f o r e we s e t a b o u t c o n s t r u c t i n g a new/ s c h o o l p r o g r a m , l e t u s e x a m in e t h e o n e j u s t u s e d f o r s i g n s o f w e a k n e s s o r o f stre n g th *

2

CHAPTER 1 .

WEAKNESS

HOW TO SELECT THE IN FIRM ITIES IN THE PRESENT SCHEDULE A.

BENEFITS:

C arefu l a n a ly sis

o f th e fla w s in th e

school

p r o g r a m j u s t u s e d w i l l show s o u r c e s o f u n h a p p i n e s s * 1.

HAPPIER STUDENTS:

C o rre c tio n o f d isc o v e re d a re a s

o f p u p il d i s s a t i s f a c t i o n w i l l b r ig h te n th e l i v e s o f th e boys and g i r ls * 2*

SATISFIED

TEACHERS:

S ore p o i n t s i n th e

te a c h e rs*

s c h e d u le c a n be d i s c o v e r e d an d r e m e d ie d . 3.

CONFIDENT PRINCIPAL: g re a te r f a ith

** t

B.

PROBLEMS:

-

T he a d m i n i s t r a t o r

w ill fe e l

i n h e r new p r o g r a m .

S u g g e stio n s f o r i s o l a t i n g th e w eaknesses .

.

.

.

o f th e p re s e n t sc h e d u le . 1.

How t o c o m p l a i n l e g i t i m a t e l y a b o u t t h e d i s l i k e s you have o f th e program . a.

W rite

a s ig n e d r e p o r t on sc h e d u le p ro b lem s

f o r th e p r i n c i p a l . b.

A c t on a c o m m itte e t o

in v e s tig a te

a n d im p rov e

th e pro g ram . c.

R epo rt f in d in g s to th e f a c u l t y a t la r g e .

d.

R equest e ac h te a c h e r to a n a ly z e th e d i f f i c u l ­ tie s

e.

in th e in v e n to ry o f th e c la s s e s .

B rin g o u t i n t o th e open a t f a c u l t y m e e tin g , t h e ”p e t p e e v e s ” o f t h e t e a c h e r s .

(1)

T he l u n c h p e r i o d i s

to o s h o r t .

(2 )

E v ery o n e h a s n o t a f r e e p e r io d f o r p r e p a r a tio n .

(3)

A home ro o m p e r i o d p l a c e d a t t h e e n d th e day i s

(If.)

of

not fu n c tio n in g f o r good.

The a m o u n t o f s h o p a n d home e c o n o m i c s o ffered th is

y e a r d oes n o t m eet th e

re q u ire m e n ts

s u g g e s te d by th e s t a t e

d e p a rtm e n t o f e d u c a tio n . (5 )

T he e i g h t h g r a d e i s

a c c u se d o f h a v in g

t o o many e l e c t i v e s . (6 )

Why i s

o u r q u o ta o f te a c h e r s n o t h ig h e r ?

(7)

T h e r e may b e t o o g r e a t a jump b e t w e e n th e s i x t h g ra d e and th e

(8 )

se v e n th .

The t e n m i n u t e s b e f o r e b u s t i m e a f t e r s c h o o l seem s a h a n d i c a p .

(9 )

Tim e i s l a c k i n g f o r e x t r a - c u r r i c u l a r a ffa irs.

(1 0 )

P u p ils have to o l i t t l e

tim e f o r m ake-up

w ork. (11)

C h i l d r e n c a n n o t b e p u n i s h e d a f t e r -s c h o o l , w h ic h i n d i c a t e s a d is a g r e e m e n t on c o n c e p t of d isc ip lin in g .

How t o

a d ju s t th e s e c o m p la in ts.

k a*

Make a s t u d y o f o t h e r s c h o o l p r o g r a m s .

b.

D i g o u t t h e p r i n c i p l e s b e h i n d o u r own s c h e d u l e

c*

D is c a r d w hat i s u n w o rth y .

d*

M a in ta in w hat i s

e*

R e sp e c t and s u p p o r t th e p ro g ram a g re e d upon

a c c e p ta b le .

by th e m a jo r ity . How t o c o m p a r e o u r p r o g r a m o f c o u r s e s w i t h t h a t o f sc h o o ls o f l ik e a.

siz e

and w e a l t h .

V i s i t tw o y e a r j u n i o r h i g h s c h o o l s i n W h i t t i e r , O ra n g e , an d In g le w o o d *

b*

W rite f o r m a s te r s c h e d u le s fro m j u n i o r h ig h sc h o o ls n e a r b y . (1)

A rro w v iew , a t S an B e r n a r d in o h a s 825 p u p ils *

(2 )

U p l a n d h a s i}.00 s t u d e n t s *

(3 )

R e d la n d s e n r o l l s

(l|_)

F o n ta n a h a s 1100 p u p i l s .

( 5)

e.

ab o u t 1200.

C orona h a s a n e n r o l l m e n t o f 6 0 0 .

Sum u p t h e i m p o r t a n t l i k e n e s s e s * (1)

T h ey o f f e r E n g l i s h , m a th e m a tic s,

so c ia l stu d ie s,

and p h y s ic a l e d u c a tio n

to ev ery c h ild e v ery day. (2 )

San B e rn a rd in o

sc h o o ls have a h a l f -

h o u r lu n c h p e r io d b e ca u se o f d o u b le and trip le

lu n ch p e rio d s .

(3)

R e d l a n d s a n d C o r o n a h a v e home ro o m s c o m b in e d w i t h a c l u b p e r i o d a t t h e e n d o r th e day.

(if)

A ll ju n io r h ig h sc h o o ls have s im ila r c o u n se llin g h e ad s.

(5>)

The tw o y e a r j u n i o r h i g h s c h o o l s h a v e a lik e

te a c h e r q u o ta .

T o ta l th e d if f e r e n c e s . (1 )

S c h o o l s o u t s i d e o u r c o u n t r y h a v e if£ o r 5 0 m in u te * l u n c h p e r i o d s .

(2 )

M ost s c h o o l s h a v e a p r e p a r a t i o n p e r i o d o r a stu d y h a l l f o r te a c h e rs*

(3)

use.

T he m a j o r i t y u s e a s o c i a l l i v i n g o r c o re c u rr ic u lu m c o u rs e a s a g u id a n c e la b o ra to ry .

(if)

S e v e ra l sc h o o ls d iv id e

t h e i r day in to

seven i n s tr u c ti o n p e rio d s in s te a d o f our six . ( 5)

P ra c tic a lly

a l l s c h o o ls have a day t h a t

r u n s f r o m 20 t o 3 0 m i n u t e s l o n g e r t h a n our day• (6)

O n ly t h e s c h o o l s n e a r b y h a v e o u r b u s p ro b le m .

C.

PERFORMANCE:

E x p e r i e n c e s t h a t w i l l a i d u s t o e x a m in e

o u r sc h e d u le c r i t i c a l l y # 1*

Make a c h a r t u s i n g t h e f o l l o w i n g h e a d i n g s : SCHEDULE DISLIKES

2.

WHY THEY EXIST

A sk s t u d e n t s f r o m o u t - o f d i s t r i c t how s t u d e n t sc h e d u lin g f a c t o r s

t h a t you h ig h ly d isa p p ro v e

w ere h a n d le d a t o t h e r s c h o o l s ,

D.

IMPROVEMENTS

and th e n le a d a

c la ss

d i s c u s s i o n on p ro g ra m im p ro v em en t f o r n e x t

y ear,

re p o rtin g th e r e s u l ts

EVALUATION:

to th e p r i n c i p a l .

T e s ts f o r b r in g in g o u t p ro g ram s h o r t ­

c o m in g s. 1.

R a te t h e

stu d e n ts *

p ro g ra m by p l a c i n g 20 p o i n t s

in each b la n k b e fo re to

th e s ta te m e n t t h a t a p p lie s

o u r sch o o l*

a.

The c h i l d r e n o n t h e w h o le a p p e a r h a p p y

b.

The l a s t p e r i o d o f t h e d a y f i n d s t h e s t u d e n t s c alm a n d n o t to o t i r e d *

c.

The s t u d e n t s a r e

g e n u in e ly i n t e r e s t e d

in w hat th e y a re

ta k in g .

S e v e n t h g r a d e p u p i l s se e m o r g a n i z e d f o r w o rk , re m e m b e rin g m a t e r i a l s , E ig h th g ra d e rs th e (

show p r o f i c i e n c y i n a c t i n g

s e n io r g ro u p .

T o ta l•

e tc .

R a t e t h e t e a c h e r s 1 p r o g r a m b y p l a c i n g 20 p o i n t s in e ach b la n k b e fo re th e

se n te n c e

th a t a p p lie s

to o u r sc h o o l* a*

( ) The

t e a c h e r g o e s home f e e l i n g n o t t o o

tire d * b.

( ) The

in stru c to r fe e ls

c alm a n d p r e p a r e d

in c la ss* c*

( ) T he

p e rio d fo llo w in g lu n c h p e rio d ,

th e

t e a c h e r h a s renew ed en erg y * d.

( ) H a v in g th o u g h t c a r e f u l l y o f a l l p o s s i b l e fa c to rs,

y o u w o u ld n o t t r a d e

sc h ed u le s

w ith a te a c h e r in San B e rn a rd in o , R e d la n d s, F o n ta n a , e.

( ) The is

)

o r C o ro n a *

t i m e d e m a n d ed o u t s i d e t h e c l a s s r o o m no m o re t h a n t h a t r e q u i r e d i n m o s t

sch o o ls* (

U p la n d ,

T o ta l*

CHAPTER 2 .

STRENGTH

HOW TO TEST WHAT I S WORTH KEEPING IN THE PROGRAM JUST USED A.

BENEFITS,: a tiv e 1*

T e s tin g f o r p o s itiv e f a c to r s as w e ll as neg­

ones i s

good c o n s t r u c t iv e

RESTORED FAITH:

The d i s c o v e r y o f w o r t h w h i l e p a r t s

b u ild s b e li e f in th e 2.

c ritic ism .

v a lu e o f th e p ro g ram .

TOLERANCE THROUGH UNDERSTANDING:

He who u n d e r ­

s ta n d s th e p r i n c i p l e s b a ck o f h i s p rogram f a v o r s i t . 3*

FIRM FOUNDATION:

W hat i s

r i g h t i n th e sc h e d u le

becom es th e f o u n d a t i o n upon w h ic h t o b u i l d . B.

PROBLEMS:

S u g g e stio n s g iv e n f o r th e u se o f th e b e s t

m a te r ia l in our c a ta lo g u e o f c la s s e s . 1.

How t o f i n d c u r r i c u l u m r e q u i r e m e n t s b y t h e

sta te

of C a lifo rn ia . a.

A sk y o u r s e l f i f we c o m p ly w i t h t h e s t a t e

edu­

c a t i o n code i n s u b je c t m a tte r o f f e r e d . (1)

I n g ra d e s sev en and e i g h t , te a c h re a d in g , w ritin g , in g ,

a rith m e tic ,

m u sic , a r t ,

s c h o o ls m ust

la n g u a g e ,

sp e ll­

g eo g ra p h y , h i s t o r y ,

h e a lth fu l liv in g ,

and m o ra ls

and m an n ers. (2)

A m inim um o f 6 0 0 m i n u t e s a w e e k m u s t b e d e v o te d to th e s e

su b je c ts.

b.

C h e c k o n w h e t h e r we t e a c h t h e s e s u b j e c t s f o r t h e r e q u i r e d a m o u n t o f tim e * (1)

F iv e p e r i o d s e a c h w eek a r e g iv e n t o th e te a c h in g o f E n g lis h , m a th e m a tic s,

so c ia l

s t u d i e s , an d p h y s i c a l e d u c a t i o n , w h ic h in c lu d e a l l (2 )

sta te

re q u ire m e n ts *

A t o t a l o f 1000 m in u te s s p e n t on s t a t e r e q u i r e d s u b j e c t s a llo w s tim e f o r o c c a ­ sio n a lly

s u b s titu tin g p e rio d s of e x tr a ­

c u rric u la r in te re s ts ,

such as a sse m b lie s .

How t o m e e t m o d e r n c u r r i c u l u m d e m a n d s i n p r o g r a m c o n s tru c tio n * a*

S c h e d u le f o r th e m o t i v a t i o n o f good c u r r i c u ­ lu m c o n t e n t . (1)

A tr a d itio n a l o u tlin e

o f co u rses w ill

b rin g f o r th o ld -fa sh io n e d co u rses of stu d y . (2)

An e v e r - p r o g r e s s i n g t r a n s i t i o n a l p l a n w i l l g r a d u a l l y im p ro v e t h e

(3)

school c a le n d a r.

A to o sudden change c a u s e s s tu d e n t and te a c h e r in s e c u rity . (a)

T e a c h e r s s u p e rim p o s e o l d m eth o d s i n t o new p l a n s u s e d .

(b )

P re p a ra tio n is a d ju s tm e n t.

la c k in g fo r p ro p er

b*

B ase p ro g ra m c o n t e n t on d e f i n i t e e d u c a t i o n ­ a l p rin c ip le s .

How t o

se le c t p rin c ip le s to

go b y i n c h o o s i n g

p ro g ram , c o n t e n t . a.

L oo k f o r s o u n d p r i n c i p l e s

in e d u c a tio n a l

lite ra tu re .

(11

”T he F ra m e w o r k o f P u b l i c E d u c a t i o n i n C a l i f o r n i a ” a c c u s e s th e se c o n d a ry p ro g ram o f b e in g to o c o n fin in g i n tim e .

(2)

It

c a u tio n s a d m in is tra to rs to

d e v e lo p

tim e s c h e d u le s w h ic h w i l l f r e e p e r s o n n e l t o d e v e lo p c u rric u lu m g u id e s . (3)

I t a d v is e s p ro v is io n f o r lif e - c e n te r e d in s tru c tio n a l p ra c tic e s .

(4)

It

d e m a n d s c u r r i c u l u m b a s e d o n c o m m u n ity

needs. ( 5)

A t th e lo w e r se c o n d a ry 3 e v e l, p r o v i s i o n m u s t b e m ade f o r e x p l o r a t o r y a n d p r e v o c a tio n a l e x p e rie n c e s.

( 6)

The s c h o o l d a y i s

e v e r y moment a l e a r n e r

i s a w ak e a n d l e a r n i n g . b.

A p p ly t h e p r i n c i p l e s

o f c u r r i c u l u m m ak in g

a d v i s e d i n ” The F r a m e w o r k ” t o t h e

sc h e d u le

w h ic h i s a fram e f o r t h e c u r r i c u l u m .

A s c e rta in th e p resen ce

of s k ills

in th e

p ro g r a m * (a)

M a th em atics i s

(b)

E n g l i s h , w h ic h i n c l u d e s r e a d i n g , w ritin g ,

g iv e n .

sp e llin g ,

stu d y f u r n is h e s P ro v id e e x p e rie n c e s

and la n g u a g e

s k ills .' in ta k in g p a rt in

o n e 1s e n v i r o n m e n t . (a)

S c ie n c e

i s g iv en a s an e le c tiv e

in th e e ig h th g ra d e . (b )

It

c a n n o t be g iv e n t o a l l e ig h t h

g ra d e p u p i l s due t o b u i l d i n g f a c i l i * tie s

and f a c u l t y p r e p a r a tio n .

C o n s i d e r w h e t h e r we o f f e r c o u r s e s t h a t b u i l d r e s p o n s i b i l i t y f o r A m e ric an c i t i ­ z e n sh ip and c iv i c a k i l l s . (a)

S o c ia l S tu d ie s does t h i s .

(b )

Home ro o m g u i d a n c e t r i e s .

(c)

The s e l f - g o v e r n m e n t c l a s s p r o v i d e s m uch o f t h i s .

R e a f f i r m t h a t we r e s e r v e s p a c e f o r g r o u p liv in g

and f o r l e a r n in g a b o u t g ro u p s

o t h e r th a n th o s e to w h ic h th e i n d i v i d u a l b e lo n g s .

(a)

The s o c i a l s t u d i e s

co u rses pack

i n m uch o f t h e f i n e s t g u i d a n c e m a te ria l* (b )

G u i d a n c e p l a n n i n g g o e s f o r t h m ore s u c c e s s f u l l y w hen d o n e b y o n e d e p a r t m ent r a t h e r t h a n by t h e e n t i r e

facu l

ty . Make s u r e we h a v e g a i n e d e x p e r i e n c e s

in

h e a l th f u l liv in g * (a)

O ur p h y s i c a l e d u c a t i o n p r o g r a m is

(b )

stro n g *

H e a lth i s

c o rre la te d w ith p h y sic a l

e d u c a tio n . D e t e c t t h a t we h a v e b r o u g h t a b o u t e f f e c ­ tiv e

fa m ily l iv i n g .

(a)

We d o i n g i r l s 1 home e c o n o m i c s co u rses*

(b)

B u i l d i n g s p a c e p r e v e n t s t h e sam e t r a i n i n g f o r th e boys*

Judge o u r c o u rs e s f o r c r e a t i v e (a)

M u sic , b o t h v o c a l a n d i n s t r u m e n t a l , fills

(b )

e x p re ss io n

A rt i s

t h i s need* ta u g h t in c lu d in g c r a f ts

and

c o m m erc ial a r t * (c)

S p eech and d ra m a tic s a re p o p u la r*

13

(8)

D educe o u r p r o v i s i o n T o r e x p l o r a t o r y and p r e v o c a tlo n a l l i v i n g . (a)

A s e m e s t e r o f one t y p e o f s h o p h as been sc h e d u le d th e boys each y ear.

(b )

G i r l s h a v e r e c e i v e d one s e m e s t e r o f o n e t y p e o f home m a k i n g e a c h y ear.

(c)

J o u r n a l i s m r e a c h e s a s m a ll num ber o f advanced E n g lish s tu d e n ts .

(d )

V o c a tio n a l g u id a n c e h a s been e l e c t e d by a b o u t 60 s t u d e n t s .

C.

PERFORMANCE:

E x p e rie n c e s to h e lp

t e s t th e

s tre n g th

Scan l a s t y e a r fs in v e n to ry o f c la s s e s ,

b re a k in g

o f o u r p ro g ram . 1.

e a c h c o u r s e down i n t o 2.

real life

e x p e rie n c e .

Te s t t h e c o u r s e o f s t u d y g u i d e y o u p l a n t o

te a c h

b y t h e p r i n c i p l e s o f ” T he C a l i f o r n i a F r a m e w o r k o f P u b lic E d u c a tio n .” D.

EVALUATION: needs o f t h i s 1.

Q u e s t i o n s b y w h i c h we may e v a l u a t e t h e ju n io r h ig h s c h o o l.

Do we o f f e r a d e q u a t e e x p l o r a t o r y stu d e n ts ?

co u rses f o r our

2*

Does o u r s l a t e

o f s u b j e c t s p ro m o te s o c i a l i z a t i o n

o f th e c h ild r e n ? 3.

Is

th e r e an a d e q u a te p r o v i s i o n f o r e x p e r ie n c e s

i n s o lv in g p ro b le m s o f g roup l i v i n g ? lj.#

Do o u r c h i l d r e n e n g a g e i n c r e a t i v e e x p r e s s i o n ?

5*

I f we d i s c a r d e d a n e l e c t i v e p e r i o d i n f a v o r o f a so lid su b je c t,

w h a t w o u l d we l e a v e o u t a n d

w h a t w o u l d we a d d ? E.

BIBLIOGRAPHY; 1.

Books t h a t p r o v e d h e l p f u l i n t h i s

C a l i f o r n i a F ram ew o rk C o m m itte e :

A Fram ew ork f o r

P u b lic E d u c a tio n i n C a l i f o r n i a ,

C a lifo rn ia S ta te

D ep artm en t o f E d u c a tio n , S a c ra m e n to , 2*

stu d y

S ta te o f C a lifo rn ia :

E d u c a tio n C ode*

D iv is io n , S a c ra m e n to ,

19^4-9• P* 321*

19^9*

W

P rin tin g

pp

15

PART I I .

THE DIAGNOSIS

HOW TO MAKE THE TRANSITION PROM ELEMENTARY TO SECONDARY SCHOOL EASIER A f t e r y o u r p h y s i c i a n m akes a c o m p le te e x a m i n a t i o n , h e know s h e m u s t m ake a d i a g n o s i s b e f o r e h e c a n im p r o v e h i s p a t i e n t »s c o n d i t i o n .

S o m e tim e s h e c a l l s

i n th e a id o f an

e x p e rt d ia g n o s tic ia n * We p r a c t i t i o n e r s ,

a f t e r c a re fu l a n a ly s is o f th e

co u rses

u s e d l a s t y e a r , m ig h t d ia g n o s e th e c a u s e o f d e b i l i t y t o be n o t enough c a r e f u l t r a n s i t i o n fro m e le m e n ta ry s c h o o l to th e seco n d ary le v e l o f e d u c a tio n . Look a h e a d i n t h e n e x t t h r e e

c h a p te rs

o bserve th e need f o r c e r t a i n tr a n s f u s io n s .

s o t h a t y o u may

16 CHAPTER 3 .

SIMPLIFICATION

HOW TO ACCOMPLISH BETTER ORIENTATION OP SEVENTH GRADE PUPILS A.

BENEFITS;

S u c c e s s f u l se v en th , g ra d e b o y s an d g i r l s b e ­

come e n j o y a b l e s e n i o r g r o u p s . 1*

BETTER HEALTH:

Good o r i e n t a t i o n o m i t s n e r v o u s

i n d i g e s t i o n o f t e n e x p e r i e n c e d t h e f i r s t m o n th i n a new s c h o o l . 2.

UNITED STUDENT BODY:

A q u ic k ly tr a in e d se v e n th

g r a d e m akes t h a t u n i t a p a r t o f t h e

s c h o o l m o re

ra p id ly . 3.

ORGANIZED MINDS:

S ch o o l e n v iro n m e n t c o n q u e re d ,

p u p i l s a r e r e a d y t o m a s te r s c h o o l w ork. Ij..

RELIEF FROM TAUT MERVES:

R o u tin iz e d c h ild r e n save

th e te a c h e r s n erv o u s s t r a i n . B.

PROBLEMS:

S u g g e s tio n s w h ich w i l l s i m p l i f y th e

se v e n th

g rad e p ro g ram . 1.

How t o e n r o l l ip6o new s e v e n t h g r a d e p u p i l s * a.

A lp h a b e tiz e th e

s ix th grade o f f ic e

card s

fro m e a c h e le m e n ta r y s c h o o l. b.

Type t h i s

l i s t by s c h o o ls f o r f u t u r e u s e .

c.

P ic k o u t in d iv id u a ls *

c a rd s b e lo n g in g to

c h i l d r e n w hose p a r e n t s h a v e s e e n y ou a b o u t th em .

(1)

S e p a ra te u n s u ita b le la te r

(2 )

c o m b in a tio n s f o r

s p e c i a l p lac em en t*

S e g r e g a t e p u p i l s w i t h s p e c i a l home ro o m te a c h e r re q u e s ts .

(3 )

Don’ t h e s i t a t e m e n t w hen i t a h ig h I .

d.

to re fu s e

s p e c ia l p la c e ­

s p o i l s a c l a s s b y m ak in g i t

Q* g r o u p .

S e p a ra te each s c h o o l’ s s ta c k o f c a rd s in to tw o s t a c k s ,

p la c in g th e boys a lp h a b e tic a lly

in th e f i r s t

s ta c k and th e g i r l s

a lp h a b e tic a l­

ly in th e second s ta c k . e.

Number e a c h s t a c k o f c a r d s i n n u m e r i c a l o r d e r fro m 1 to 1 2 .

f.

P ro m s t a c k 1 ,

( S e e E x h i b i t A) d istrib u te

o ne c a r d a t a t i m e i n

o r d e r u n t i l y o u h a v e f o r m e d 12 s t a c k s . g.

h.

L abel each s ta c k as fo llo w s:

7-7#

7 -13,

7 - llj- , 7 - 1 5 ,

7 -2 1 ,

7-1^2.

(S ee E x h i b i t B)

R epeat th is

7 -1 7 ,

7- 1 8 ,

7 -1 1 #

7-12,

7 -2 2 , 7 -3 3 ,

d i s t r i b u t i o n sy ste m u n t i l a l l

s ta c k s o f s i x t h g rade c a rd s a re u se d u p . i.

A ssig n each s e v e n th g rad e s e c t i o n to a ju n io r h i g h s c h o o l t e a c h e r who o c c u p i e s t h e ro o m num ber f o l l o w i n g th e f i r s t (1 )

7# s u c h a s 7 - 1 1 *

W rite i n r e d p e n c i l on e a c h i n d i v i d u a l s i x t h g r a d e c a r d t h e name o f t h e home

Step„l. Alphabetize sixth grade office cards by schools.

SOUTH EUCLID

SAN ANTONIO

S tep 2. S e p a r a te i n t o b o y s 1 and g i r l s ' to keep a l p h a b e t i c a l . S te p 3 . Number e a c h s t a c k i n o r d e r .

G irls

C-ROVE

CENTRAL

EDISON

Boy

LINCOLN

B oys

c a r d s by s c h o o ls t a k i n g c a re

G irl

B oys

xo Boys

G irls

EXHIBIT A.

Boys

G irls

G irls X 2L

Boys

SEGREGATING BOYS AND GIRLS BY SCHOOLS.

C -irls

Step 1. U se twelve stacks of cards from Exhibit A .

Boys

G irls

G-lrls

Boys

Boys

8 E. B oys

E. G irls

G irls U

C. Boys

C. G irls

G. B oys

iZ G. G irls

S te p 2 . From s t a c k 1 , t a k i n g c a r e t o k e e p i n a l p h a b e t i c a l o r d e r , d i s t r i b u t e one c a r d a t a tim e in o r d e r .

7 -1 5

SOUTH EUCLID BOYS

7-18

EXHIBIT B,

FORMING SEVENTH GRADE HOME ROOM SECTIONS.

ro o m a s s i g n e d , (2)

such as 7 -2 1 .

On t h e t y p e w r i t t e n l i s t

o f c h ild re n

b y s c h o o l s , a d d t h e home ro o m name a f t e r e a c h c h i l d * s name* (3 )

( S e e E x h i b i t C)

D itto fo r each te a c h e r th is

lis t

of

c h i l d r e n b y s c h o o l s a s s i g n e d t o home ro o m s* (Ij.)

M im e o g ra p h f o r t h e us.e o f a l l

te a c h e rs

t h e n a m e s o f s t u d e n t s b y home ro o m s* ( S e e E x h i b i t D) to r e g is te r

s o many new s e v e n t h g r a d e

B efo re th e f i r s t

stu d e n ts

day o f sc h o o l, p re p a re a

c h art fo r each in s tru c to r

s h o w in g t e m p o r a r y

room a n d t e a c h e r a s s i g n m e n t s t o p l a c e m e n t c e n te rs.

( S e e E x h i b i t E)

S e n d e a c h g r o u p show n o n E x h i b i t E t o

th e ir

te m p o r a r y room s l e d b y t h e t e a c h e r a s s i g n e d . (1)

R ead o f f c h i l d r e n s *

nam es fro m y o u r

S c h o o ls L i s t ,

a d d i n g t h e home ro o m a s s i g n

m ent c l e a r l y ,

a s soon as you and y o u r

g ro u p r e a c h te m p o ra ry room s. (2)

E x p l a i n t h e m e a n i n g o f t h e home ro o m n u m b e rs *

(3)

S k e tc h sim p ly on th e b la c k b o a r d ,

ro o m

p o s i t i o n s o f t h e t w e l v e ro o m s a s s i g n e d a s

21

CENTRAL SCHOOL

LINCOLN SCHOOL

1 . A dam s, J a n e 7 - 1 3

1 . A n d e rs , Jim 7 -4 2

2. A c k e r, Ju n e 7 -13

2. B en d er, Je a n 7 -7

3 . B a k er, Jo e 7 -1 4

3 . B i x l e y , H al 7 -1 8

4.

C o llin s ,

4.

5.

C o x, R o b e r t

Mae

C o o p e r, Dot

5 . D a r k , M a x in e

EXHIBIT C SAMPLE COPY OF LIST BY SCHOOLS

7 - 2 1 CLASS

7 - 1 3 CLASS 1 . A dam s, J a n e

1. A cker, B i l l

2.

2. A sh le y , H arry

C lem en t, B i l l

3 . D ow n ey, Sue

3 . B a k e r , Mary

4 . E v e r e t t , B lan c h e

4.

5•

EXHIBIT D HOME ROOM SECTIONS ORGANIZED PROM LIST B X SCHOOLS

23

❖'

❖ ❖ ❖

TEMPORARY HOME ROOM ASSIGNMENTS

❖ ❖

G roup

Room

❖

❖ C en tral 7 | E d i s o n B oys 11 JE d iso n G i r l s 33 ❖Grove B oys 1-4 jG ro v e G i r l s 15 12 ♦ L i n c o l n B o ys ❖ L in co ln G i r l s 17 |S a n A n to n io Boys C a fe te ria 21 |S a n A n to n io G i r l s ❖ S o u th E u c l i d B o y s 42 J s o u th E u c lid G ir ls 13 A ud. J O u t - o f - d i s t r i c t B oys ❖ O u t-o f-d is tric t G irl s L ib ra ry ❖ ❖

T eacher M iss T e t e r New T e a c h e r Mr. M. J o n e s Mr. R. J o h n s o n M iss D a r t i n g M r. L a r i c k M is s M i t c h e l l M r. V i e i r a M is s Cook Mr. C o l e b a n k M r s . Hummel M r. L ew i s M is s B e r r y

EXHIBIT E ROOM AND TEACHER ASSIGNMENTS TO PLACEMENT CENTERS

❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖

2t p e r m a n e n t home room s# (ij.)

Upon a h e l l s i g n a l , pass a t

(5 )

re le a s e p u p ils to

o n c e t o p e r m a n e n t home ro om s*

II* y o u a r e n o t s u r e o f y o u r own p e r m a n e n t home r o o m , c o n s u l t t h e P e r m a n e n t Home Room C h a r t p r e p a r e d f o r a l l t e a c h e r s * (See E x h i b i t P*)

(6)

When y o u r p e r m a n e n t home ro o m r e a c h e s y o u r ro o m , i n s t r u c t th em i n f i l l i n g

out

r e g i s t r a t i o n form s# 2.

How t o h e l p e a c h s t u d e n t f e e l t h a t h e b e l o n g s t o h i s g rou p and h i s a.

sc h o o l#

H e l p e a c h c h i l d i n y o u r home ro o m w i t h s c h o o l ro u tin e m a tte rs . (1)

L e n g t h e n t h e home ro o m p e r i o d e a c h d a y f o r t h e f i r s t w eek o f s c h o o l#

(2)

H e lp

fill

ou t lo c k e r c a rd s and ta g s .

(3)

G iv e

out keys, e x p la in in g lo c a tio n o f

th e lo c k e rs# (ij.)

H e lp

i n d iv i d u a ls open t r i c k lo c k s#

(5)

P u t s t u d e n t p ro g ram s on th e b o a rd f o r t h e m t o co p y #

b#

G e t p e r s o n a l l y a c q u a i n t e d w i t h y o u r home ro o m c h ild re n .

PERMANENT HOME ROOM ASSIGNMENTS S e v e n th G rade S e c tio n

Room'W o. 7 11 12 13 14 15 17 18 20 21 33 42

7 -7 7 -1 1 7-12 7-13 7-14 7-15 7-17 7 -1 8 7-20 7-21 7-33 7-4 2

T eacher M is s T e t e r Mew T e a c h e r Mr. L a r i c k M r s . Hummel Mr. R. J o h n s o n M is s D a r t i n g M is s M i t c h e l l M is s M o r r i s Mr. R o h r s M is s Cook Mr. M. J o h n s o n Mr. C o l e b a n k

E ig h t h G rade S e c tio n 8A 8B 80 8E 8G 8J 8K 8L 8M 8S 8T 8W

Room Wo. 16

2 1 9 19 5 4 10 41 6 3 8

T eacher Mr. A n th o n y M r. McBade M rs . O u r t i s Mr. E . J o n e s M is s G r a n t M is s J . G o l d s m i t h M rs . T o o t h a k e r M is s D e l a c e y M is s M aas M rs . S p e n c e r Mr. T h o r n t o n Mr. W. P i p e r

EXHIBIT P HOME ROOM CHART PREPARED FOR TEACHERS

26 (1)

A sk f o r r e p o r t o f n a m e s ,

sc h o o ls a tte n d e d ,

a n d n am es o f l a s t t e a c h e r s . (2) (3 )

A nsw er q u e s t i o n s a b o u t t h i s

sc h o o l.

T e l l th e m t h a t y o u h o p e t o b e t o th e m th e f r i e n d t h a t t h e i r s i x t h g rad e te a c h ­ e r has been.

3.

How t o r e d u c e t h e c o n f u s e d i d e a o f c h a n g i n g f r o m o n e ro o m t o a n o t h e r . a.

D e m o n stra te th e s i m p l i c i t y o f th e a n t i - c l o c k ­ w ise l i n e (1 )

of tra ffic

u se d i n o u r n arro w h a l l s .

S tu d e n ts le a v e room s,

tu rn in g to

th e

rig h t. (2 )

C o n tin u e to any c ro s s w a lk .

(3 )

P a ss any d i r e c t i o n on any c ro s s w a lk .

(If.)

V i s i t loGkers a s you p a s s them i f n ecessary .

(5 )

C o n tin u in g to

t h e r i g h t , 1p a s s o n u n t i l

you re a c h y o u r n e x t c la ssro o m . (6 )

Save y o u r s e l f s t e p s by v i s i t i n g

lo c k e rs

o n ly a few tim e s a d a y . b.

P a s s on s i d e w a l k s o u t s i d e t h e b u i l d i n g when­ e v e r c o n v e n ie n t, u sin g any e n tr a n c e s .

1|_.

How t o k e e p s e v e n t h g r a d e r s i n o n e ro o m w i t h a l o n g e r p e r i o d i n c h a r g e o f one t e a c h e r .

a*

A s s i g n f e w e r t e a c h e r s t o e a c h c l a s s p ro g r a m *

b*

P e r m i t o n e t e a c h e r t o t e a c h e a c h c l a s s m ore t h a n one s u b je c t*

How t o

ju d g e o u r s e v e n th g ra d e g ro u p g u id a n c e ,

l a b o r a t o r y p la c e m e n t i n th e l i g h t o f th e p ro g ram o f o t h e r i n v e s t i g a t e d sc h o o ls* a.

C o n s i d e r a home ro o m s e t - u p ,

w h ic h i s m ost

fre q u e n t* b*

Im a g in e a s o c i a l l i v i n g p ro g ra m w h ic h i s p o p u la r* (1)

E n g lish , a re

(2)

an d g u id a n c e

c o m b i n e d , u s i n g tw o p e r i o d s *

One t e a c h e r a s s i g n e d t h e s e tw o p e r i o d s is

c*

so c ia l stu d ie s,

c o n sid e re d th a t c l a s s ’ s s p e c ia l te a c h e r*

P a v o r a co re c u rric u lu m u se d i n j u n io r h ig h s c h o o l s l o c a t e d i n S an B e r n a r d in o C o u n ty . (1)

E n g lis h , m a th e m a tic s,

so c ia l stu d ie s,

and

s p e c i a l g u i d a n c e a r e c o m b in e d * (2)

The s p e c i a l c o r e t e a c h e r h o l d s t h e c l a s s f o r th r e e p e rio d s*

d*

T ry t h e p o s s i b i l i t y

of a b ro a d -fie ld c u rric u ­

lum* (1 )

The c h i l d h a s no s p e c i a l home room*

(2)

He i s

sc h e d u le d i n d i v i d u a l l y to a b i l i t y

g ro u p s i n each d i f f e r e n t

s u b je c t ta k e n .

How t o i m p r o v e t h e o r i e n t a t i o n g u i d a n c e o f o u r se v e n th g ra d e rs th ro u g h our sc h e d u le . a.

P u t m o re o r i e n t a t i o n i n t o

t h e home ro o m p e r i o d .

b.

S e t i n m o tio n a lo n g te rm p la n f o r s o c i a l liv in g . (1)

A rra n g e a few p i l o t

so c ia l liv in g

c la sse s

b y g i v i n g a f e w home ro o m g r o u p s t o o n e te a c h e r f o r b o th E n g lis h and S o c ia l S tu d ­ ie s. (a)

A few e a g e r p i o n e e r t e a c h e r s w ant to tr y

(b)

th is .

T o g e th e r th e y p la n to b u i l d a c u r r i ­ c u lu m f o r f u t u r e u s e .

(c)

O t h e r t e a c h e r s f e a r t h a t t h e y w o u ld t e n d t o t e a c h tw o p e r i o d s o f E n g l i s h o r tw o c l a s s e s th e y t r i e d

(2 )

in S o c ia l S tu d ie s i f

S o c ia l L iv in g .

Put an o rie n ta tio n u n it in to

S o c ia l S tu d -

. ie s. How t o c a u s e t h e s t u d e n t s t o f e e l is a.

th a t^ ju n io r h ig h

a c o n tin u a tio n o f th e s ix th g ra d e . Make m a t e r i a l c o r r e l a t e

w ith p re v io u s le a r n in g

and s k i l l s . b.

U se s i x t h g r a d e a c h i e v e m e n t s c o r e d a t a t o t e l l you w here e a c h s tu d e n t i s .

c.

M eet f r e q u e n t l y w i t h s i x t h g r a d e t e a c h e r s t o b rin g about c o rre la tio n *

d.

T e s t e a r l y f o r a c h ie v e m e n t o f s k i l l s

in your

p a r t i c u l a r co u rse* 8.

How c a n we i n t r o d u c e s e v e n t h g r a d e r s t o e i g h t h g r a d e r s m o re q u i c k l y * a.

L e t e a c h e i g h t h g r a d e home r o o m a d o p t a s e v e n t h g r a d e home ro o m a s l i t t l e

b ro th e rs

and s i s t e r s , b*

H o ld a B ig an d L i t t l e

S i s t e r and B ro th e r

p a rty . How t o p u t a c r o s s t h e

t r a n s i t i o n f r o m !,Momismff

to s e l f - c o n t r o l . a.

O r i e n t t h o r o u g h ly an d slo w ly ,

b*

P o in t o u t ev ery o p p o rtu n ity t h e i r r e s p o n s i­ b ility

i n h e l p i n g e a c h o t h e r beco m e j u n i o r

h ig h s tu d e n ts . c.

B u i l d u p p r i d e i n t h e home ro o m g r o u p a n d lo y a lty to

d. G.

it.

D e v e l o p m i l d c o m p e t i t i o n b e t w e e n home r o o m s .

PERFORMANCE:

E x p e r i e n c e s t h a t may h e l p u s t o

o rie n t

a s tro n g se v e n th g ra d e . 1.

Upon r e c e i p t o f y o u r new home ro o m g r o u p , make i t a h a p p y , w e l l - a d j u s t e d c l a s s w i t h i n a m o n th b y fo llo w in g th e su g g e ste d d i r e c t i o n s .

2.

T a lk to an e a g e r s i x t h g ra d e , t e l l i n g sta rt

3.

t h e m how t o

ju n io r h ig h sch o o l a tte n d a n c e .

G iv e a t e a f o r p a r e n t s o f s i x t h g r a d e g r a d u a t e s w here you w i l l a c t a s c h a irm a n f o r a p a n e l o f * e ig h th g rad e p u p ils e x p la in in g

our se v e n th grad e

ro u tin e • D.

EVALUATION:

R a t e y o u r s e l f a s a s e v e n t h g r a d e home

room t e a c h e r .

a.

I s p rep ared w ith l i s t s , fo rm s, first

b.

SELDOM

an sw ers th e

day o f s c h o o l.

In sp ire s

stro n g f e e l ­

in g o f b e lo n g in g n e s s . c.

E n j o y s home ro o m .

d.

Has t r a i n e d f o r h a l l tra ffic .

e.

R e co g n ize s i n d iv i d u a l p ro b le m s.

f.

C an s e e p o s s i b i l i t i e s fo r so c ia l liv in g .

■

USUALLY

ALWAYS

31

CHAPTER if .

INDIVIDUAL WELFARE

HOW TO PROVIDE FOR INDIVIDUAL A B IL IT IE S A.

BENEFITS: h e may h e l p 1.

A “c h i l d w ith a p ro b le m ” m ust h im s e lf to th e

HIGH CALIBER SCHOOL:

be h e lp e d o r

sc h o o l♦

A school th a t is

c h ild -c e n ­

t e r e d m e e ts t o d a y r s e d u c a t i o n a l dem ands. 2.

FREEDOM FROM M ISFIT S: h o ld i s

3.

A sq u a re p eg i n a ro u n d

sad to se e .

POPULAR SCHOOL:

W e ll-p la c e d c h ild r e n l ik e

th e ir

sc h o o l. k.

5.

TRUANCY AVERTED:

C h ild re n w i l l p la y tr u a n t r a t h e r

th a n to

fa c e u n p le a sa n t s i t u a tio n s .

FREEDOM

FROM D ISCIPLIN E PROBLEMS:

C are o f i n d i v ­

i d u a l s 1 n e e d s rem o v es c a u s e s o f d i s o r d e r . B.

PROBLEMS: o f th e 1.

S u g g e s t i o n s o f m eth o d s f o r g r e a t e r c a r e

in d iv id u a l c h ild .

How t o m a n a g e g u i d a n c e p r o b l e m s c o n c e r n i n g a c h i l d wl}0 c a n n o t b e h a n d l e d i n a g r o u p , a.

Consume e v e r y a v a i l a b l e

so u rce o f In fo rm a tio n

on th e c h i l d . (1)

Get s c h o l a s t i c

d a t a o n h im f r o m a c h i e v e ­

m ent s c o re s i n th e o f f i c e . (2 )

O b ta in p h y s i c a l in f o r m a ti o n fro m th e n u r s e 1s r e c o r d s .

(3 )

Go t o t h e p h y s i c a l e d u c a t i o n t e a c h e r t o l e a r n h i s p la y g ro u n d s k i l l s

(Ij.)

C o n su lt o f f i c e

and a t t i t u d e

c u m u la tiv e r e c o r d s

con­

c e r n i n g h i s home b a c k g r o u n d * G u id e h im a s a f r i e n d n o t a s a d i s c i p l i n e p ro b lem * (1 )

M eet h i m o n t h e g r o u n d s a t n o o n .

(2 )

A sk h i s h e l p

(3)

R e w a rd h i s e f f o r t s w i t h p r a i s e .

(ij.)

A n a ly z e h i s d i f f i c u l t i e s

in l i t t l e

ta sk s.

and w ork o u t

w ay s t o o v e rc o m e th e m w i t h h i m . A d ju st th e

s tu d e n t th ro u g h th e h e lp o f th e

c la ss . (1)

P u t h im on a c o m m itte e i n o r d e r to t e a c h h im t o w ork w i t h o t h e r s .

(2 )

G iv e h i m t h e r e s p o n s i b i l i t y o f c o n ­ trib u tin g

(3 )

c la s s needs

U rg e h i m t o do s o m e t h i n g h e c a n do w e ll,

(Ij.)

so m e th in g t h a t th e

no m a t t e r how s m a l l .

A p p r o a c h h im o p t i m i s t i c a l l y a n d p o s ­ itiv e ly

i n e v e r y d i r e c t i o n y o u g iv e h im .

H a v in g e x h a u s te d y o u r i n g e n u i t y , h e lp o f th e

e n list

th e

c o u n se lo r.

to g a i n th e m ost h e lp fro m th e

c o u n se lo rs.

E x e rc is e a id ,

c o u n se lin g s e rv ic e

as a second ary

n o t p rim a ry .

A v o id s e n d in g c h i l d r e n t o t h e

c o u n se lo rs

w hen y o u h a v e l o s t y o u r te m p e r . (1 )

The c h i l d i s to

(2 )

to o e m o tio n a lly u p s e t

be h e l p e d a t t h a t

tim e .

The a im o f c o u n s e l o r s i s

to

m a la d ju ste d p e r s o n a liti e s ,

a d ju s t n o t to p u n is h

c h i l d r e n f o r m isd e m e a n o rs. (3 )

C o u n s e lo rs 1 o f f i c e s are n o t la r g e enough to house d e te n tio n c l a s s e s .

I f th e

c h i l d i s a s c h o o l-w id e p ro b le m and j c a n n o t b e k e p t i n t h e ro o m b e c a u s e h e i s

h arm fu l to th e

g r o u p , e x c lu d e h im fro m c l a s s .

(1 )

S end h im t o t h e p r i n c i p a l s

(2 )

F o llo w t h i s up w ith a n o te

o ffic e * to th e

p r in c ip a l d e liv e re d by a second c h ild . A c q u a i n t y o u r s e l f w i t h t h e t y p e o f m is d e m e a n ­ o r s common t o a d o l e s c e n t s a n d t o t h e i r (1 )

causes

M a r s h a l l many c o r r e c t i v e m e a s u r e s t h a t may c o r r e c t m i n o r m i s b e h a v i o r .

(2 )

W herever p o s s i b l e ,

d isp o se o f d is o rd e r

w ith a p s y c h o lo g ic a l w eapon, su c h a s in te re s tin g

c la ss p ro je c ts ,

d isa p p ro v a l

o f th e g ro u p , d iv e r s io n o f a t t e n t i o n ,

et

3k(3 )

S trik e

a s e n s i b l e b a la n c e b e tw e e n t a k i n g

m is b e h a v io r to o s e r i o u s l y and a llo w in g lic e n s e . e.

Be q u i c k t o n o t e m a l a d j u s t e d c h i l d r e n .

f •

R ep o rt f u l l y

i n w r itin g f o r th e c o u n se lo rs

th e p a r t i c u l a r p e r s o n a l i t y p ro b lem s you h av e found. g.

L a te r in te rv ie w

th e c o u n s e lo rs ab o u t th e s e

p ro b le m s and p o o l id e a s f o r c o r r e c t i o n . (1 )

O ut o f [{.00 b o y s t h e r e s e e m t o b e 2 0 s o b a d ly m a la d ju s te d t h a t th e y w i l l n eed t h e r a p y f o r y e a r s t o com e.

(2 )

T here a r e fe w e r g i r l s

of th is

ty p e ,

b u t t h e y a r e o f t e n m o re d i f f i c u l t

to

re c la im . h.

A v a il y o u r s e lf o f th e a d v ic e o f th e

c o u n se lo rs

d ire c tly . i . . Go t o t h e c o u n s e l o r s f o r e d u c a t i o n a l d a t a w h i c h th e y keep on a l l s t u d e n t s . 3.

How t o m e e t t h e n e e d s o f e x c e p t i o n a l c h i l d r e n . a.

Do n o t s e g r e g a t e t h e tw o g r o u p s a t t h e e n d s o f t h e c u r v e i n home ro o m s e c t i o n s . (1)

C o m p le te h o m o g e n e o u s p l a c e m e n t i n o u r sch o o l h as p ro v en a n t i - s o c i a l . (a)

The c h i l d r e n f e e l a p e r s o n a l s t i g m a .

(b)

T each ers e x p re ss d i s t a s t e

fo r

s lo w

g ro u p s, (2 )

T each e ach c la s s w ith an eye to re a c h in g e ach c h ild w h erev er he i s .

(3)

W h a t e v e r y o u t e a c h , make t h e r e a d i n g a s s ig n m e n t on th e l e v e l o f th e r e a d e r .

(!{.)

C o n s ta n tly g u id e p a r e n t s t o u n d e r s ta n d t h a t t h e r e m ust be i n d i v i d u a l d i f f e r e n c e s .

b.

Be a l e r t f o r t h e

c h i l d t h a t may be h a r d o f

h e a rin g .

c.

d.

(1 )

S e a t h im i n t h e f r o n t o f t h e ro o m .

(2)

R e p o r t h im t o th e n u r s e f o r c h e e k in g .

In fo rm th e n u rse

c o n s ta n tly about c h ild re n

who h a v e t r o u b l e

se e in g th e b la c k b o a rd .

E xcuse p e rm a n e n tly o r te m p o r a r ily c h i l d r e n from t a r d i n e s s to

ij..

How t o

c rip p le d

c la ss .

c o u n s e l on e s t u d e n t w hen t h e t e a c h e r h a s

a ll

in s tr u c tio n p e rio d s.

a.

I f he i s

n o t a bus p u p il, he i s

a v a ila b le any

d a y a t 2 z$Q. b.

Make d e f i n i t e (1)

a p p o in tm e n ts w ith bus c h il d r e n .

F o r m a k e - u p w o rk f o r t h e i n v i t e h im to

fa ilin g

c h ild ,

come o n c e o r t w i c e a w e e k

f o r c o n c e n tra te d h e lp .

(2 )

S e n d a n e x p l a n a t o r y n o t e home s o t h a t p a r e n t s may a r r a n g e t r a n s p o r t a t i o n . (aj

T h is h e lp i s

a p p re c ia te d by p a r e n ts ,

(b)

V ery r a r e l y d o e s th e

c h i l d h a v e no

w ay o f g e t t i n g h o m e. (3)

F o r b e h a v io r p ro b le m s, in fo rm p a r e n ts w r i t i n g t h a t you n e e d to e h ild a f te r (a)

counsel t h e i r

school

T h is a c t a lo n e

s t r a i g h t e n s o u t m ost

p ro b le m s s in c e

c h ild re n

b e h a v io r d i f f i c u l t i e s (b )

in

try

to h id e

f r o m ’’M o t h e r . "

O fte n t h i s b r in g s ab o u t a p a r e n t c o n f e r e n c e w h ic h i s a lw a y s d e s i r a b l e .

(Ij.)

B r i e f b u s i n e s s may b e h a n d l e d d u r i n g pass! ng p e r io d s o r w ith in th e t e n m in u te s p r i o r to bus tim e .

C.

PERFORMANCE: o f th e 1.

E x p e rien c es t h a t b rin g about r e c o g n itio n

in d iv id u a l.

W rite a c o m p le te

case s tu d y o f th e m ost d i f f i c u l t

s tu d e n t you h a v e, g iv in g f u l l d a t a on h i s e d u c a ­ tio n a l,

p e rso n a l, p h y sic a l,

s o c i a l , m o ra l, and

re c re a tio n a l liv in g . 2.

D u r i n g t h e s e c o n d w e e k o f s c h o o l , m ake y o u r s e l f r e s p o n s i b l e f o r o n e new t e a c h e r * s o r i e n t a t i o n *

37

a.

L et h e r t e l l you h e r c la ss ro o m d i s c i p l i n e d iffic u ltie s .

b.

H e lp h e r t o

so lv e h e r p ro b le m i n th e

lig h t

o f o u r s c h o o l 's p r e s c r i b e d t r e a tm e n t. D.

EVALUATION:

S a m p le s o f w a y s t h a t we may r a t e

as g u id a n c e t e a c h e r s # 1.

TRUE-FALSE:

o u rse lv e s ,

P la c e X i n th e c o r r e c t sp ace f o r tr u e

or fa lse . a.

T ( )

F ( ) ”E v e r y t e a c h e r a g u i d a n c e t e a c h e r ” i s one g o a l o f th e m odern s c h o o l#

b.

( )

( ) The m a i n p u r p o s e o f t h e c o u n s e l o r i s to d is c ip lin e

2.

BEST ANSWER:

c h ild re n .

P la c e t h e num ber o f t h e b e s t an sw er

in th e p a re n th e s e s . a.

( )

I n m ak in g a d i a g n o s i s o f a p ro b le m p u p i l , o n e 1s a t t i t u d e (2)

b.

sh o u ld be

V in d ic tiv e .

(3)

S u b je c tiv e .

O b je c tiv e .

( )When p r e s c r i b i n g t r e a t m e n t f o r a c h i l d w ith a d i f f i c u l t y , be

(1 )

(3) 3.

(1)

gATING- SCALE: q u a lify .

S u b je c tiv e .

o n e 's a t t i t u d e (2)

sh o u ld

V in d ic tiv e #

O b je c tiv e . P la c e X i n e a c h s p a c e w h ere you

38

a.

( )

The i n s t r u c t o r p l a n s h i s t i m e f o r l e s s o n s and c h a r a c t e r t r a i n i n g .

b.

( )

He r e c o g n i z e s i n d i v i d u a l d i f f e r e n c e s , b o t h m e n ta l and p h y s i c a l .

c.

( ) The t e a c h e r

m akes w o r th w h ile u s e o f t h e

c o u n se lo r. d.

( ) He w o r k s c o o p e r a t i v e l y w i t h t h e p a r e n t s i n p e r s o n a l g u id a n c e o f th e

e.

( ) The s p o n s o r

c o n d u c ts h i s

c h ild .

c la ss a c t iv i t ie s

to p ro m o te s t u d e n t s o c i a l g r o w th . ( E.

) T o ta l.

BIBLIOGRAPHY: 1.

S o u rc e s t h a t w ere u s e d i n t h i s

B ooks. a.

L ee, J .

M u r r a y a n d L e e , D o r r i s May:

an d H is C u rric u lu m . New Y o r k , b.

I 9 I4-O.

The C h i l d

D. A p p l e t o n - C e n t u r y C o . ,

6^2 p p .

S t a f f o f D i v i s i o n o n C h i l d D e v elo p m en t and Te a c h e r P e r s o n n e l : sta n d C h ild re n .

H e lp in g T e a c h e rs U nder­

A m e ric an C o u n c il on E d u c a ti o n ,

W a s h i n g t o n , D. C . , 2.

c h a p te r.

19^j-5*

lj-68 p p .

A u d io -v is u a l A id s. a.

,fL e a r n i n g t o U n d e r s t a n d C h i l d r e n * H

l 6 mm.,

b l a c k a n d w h i t e , $ 1 1 0 . , McGraw C o . , T e x t - f i l m D e p t . , 3 3 0 W;. I|_2nd S t . , New Y o r k 1 8 .

(May b e

39

r e n t e d f r o m a C o u n ty C e m t r a l L i b r a r y o r t h e U n iv e rs ity o f C a lifo rn ia * )

CHAPTER 5 .

FACULTY ASSISTANCE

HOW TO HANDLE GROUP GUIDANCE A.

BENEFITS;

The f a c u l t y w e l l - i n f o r m e d i n l o c a l m e t h o d s

o f group g u id a n c e 1.

TEMPERATE CLASSROOM CLIMATE: b rin g

2.

i s a secu re o n e. Good h um an r e l a t i o n s

a b o u t a p e a c e f u l h a rm o n io u s c la ssro o m *

WHOLESOME INDIVIDUALS:

A program t h a t

a im s a t

p e r s o n a l i t y g ro w th t u r n s o u t w e l l - b a l a n c e d p e o p le * 3*

SOCIALIZATION:

S tu d e n ts l e a r n to l i v e

to g e th e r

c o n g e n i a l l y i n a c a r e f u l l y 'O r g a n i z e d l i f e - l i k e situ a tio n . l\.»

RAPPORT:

T e a c h e r s becom e h um an t o

s t u d e n t s w h en

th e y a re f r i e n d l y and g e n u in e ly i n t e r e s t e d B.

PROBLEMS: 1.

i n th em .

S u g g e stio n s f o r g u id in g y o u r c l a s s *

How t o f u r n i s h t h e p h y s i c a l s e t u p f o r g r o u p g u id a n c e . a.

U tiliz e

t h e home ro o m a s a g r o u p g u i d a n c e

la b o ra to ry . (1 )

Home ro o m t e a c h e r s , b ility

(2)

f o r th e

assum e t h e r e s p o n s i ­

su c ce ss o f y o u r g ro u p .

P l a c e t h e home ro o m c l a s s f i r s t d a ily

sc h e d u le

sta rte d

on th e

so t h a t c h i l d r e n may b e

on t h e i r day w e l l .

(3)

E lim in a te n o n - e s s e n tia ls

fro m o t h e r

c l a s s e s b y e a r i n g f o r t h e m i n home r o o m . (a)

P ro cu re needed m a te r ia ls .

(b)

A d v ise s tu d y m e th o d s .

(c)

K eep i n f o r m e d o n a r e a s o f t h e s c h o o l d a y w hen y o u r c l a s s h a s t r o u b l e

in

b e h a v i o r o r i n w ork a c c o m p lis h m e n t. (d)

E ase g ro up t e n s i o n s w h e re v e r you f i n d t h e m b y a d v i c e o n how t o g e t a l o n g w i t h t e a c h e r s o r by m eth o d s o f p r o ­ ced u re i n r e g a rd to

school a c t iv i t ie s *

(e)

T ra in y o u r group i n s o c i a l e t i q u e t t e *

(f)

When t h e n e e d a r i s e s ,

p rep are y o u rs e lf

w ith a s t r o n g code o f e t h i c s f o r s tu d e n ts and f o r te a c h e rs * How t o e n l i s t

th e h e lp o f th e f a c u l t y

in tru e

g r o u p gu i d a n c e • a.

S tre ss

g u id a n c e by p u t t i n g

o b je c tiv e b.

it

a p rim a ry

in a l l co u rse o f stu d y p la n n in g .

S to c k th e p la n o f a c t i o n f o r th e l a b o r a t o r y w i t h m any r e s e r v e

c.

as

g u id a n c e

a c tiv itie s.

R e c r u i t p l e n t y o f p r i n t e d g u id a n c e m a t e r i a l . (1)

Make a v a i l a b l e in th e

a liv e

te x tb o o k s w r it te n

c h ild r e n * s la n g u a g e t h a t d is c u s s

t h e i r p ro b le m s.

(2 )

R e a d r e f e r e n c e s o n home l e a d e r s h i p .

(3)

C harge c o u n s e l o r s w i t h th e r e s p o n s i b i l i t y o f le a d in g a to rie s

3.

s p o n s o rs o f g roup g u id a n c e l a b o r

in a p la n o f a c tio n .

How t o d e v e l o p e f f i c i e n c y o n t h e p a r t o f t h e l a b o r ­ a to ry sponsor. a.

E s t a b l i s h a c e n t r a l c o m m itte e t o p l a n a c t i v i ­ tie s.

b.

W it h t h e

a d v ic e o f a c o u n s e l o r , w eed o u t b a d

s tu d e n t c o m b in a tio n s i n to c.

D e v elo p d e s i r a b l e (1 )

s e p a ra te g ro u p s.

s tu d e n t-te a c h e r r e la tio n s h ip s .

E m p lo y a n y new m e t h o d o f g r o u p d i s c u s s i o n r a th e r th a n a te a c h e r le d

(2) 1}..

se ss io n .

E n co u rag e and b u i l d up s e lf - g o v e r n m e n t.

How t o p r e v e n t t h e l a b o r a t o r y f r o m d e g e n e r a t i n g in to a.

a r e p o r t o r s t u d y room# O c cu p y s t u d e n t s w i t h so much home ro o m s p o n ­ s o r e d a c t i v i t y f o r g o o d t h a t t h e r e w i l l be n o tim e t o

b#

stu d y ,

T hose o f y ou on t h e g u id a n c e p l a n n i n g c o m m itte e w ork v e r y a c t i v e l y w i t h th e c o u n s e l o r s i n c o n stru c tin g a p la n o f a c tio n .

C.

PERFORMANCE: g u id a n c e .

E x p e r i e n c e s t h a t w i l l im p ro v e g ro u p

1.

W r i t e y o u r l e s s o n p l a n s f o r home ro o m t o c o v e r o n e week* a*

S ta te your o b je c tiv e s*

b.

G iv e s t r o n g m o t i v a t i o n s *

c.

O u tlin e y o u r p la n o f p r e s e n t a ti o n ,

d*

P ro v id e a v i t a l a c t i v i t y

e*

S e t up m e a su re m e n ts w h e reb y you and th e c l a s s

a ssig n m e n t.

can e v a lu a te w hat th e y have done. 2.

H e l p y o u r c l a s s , t o p l a n a n d e x e c u t e a home ro o m p a rty .

3.

Lead y o u r c la s s

in p re p a rin g and e n te rin g th e ir,

b u l l e t i n b o a rd i n a m o n th ly b u l l e t i n b o a rd c o n t e s t , t o be r a t e d on t h e i r th e m e , n e a t n e s s , use of u n u su a l m a te r ia ls , D*

EVALUATION?

o rig in a lity ,

and a r t .

Some q u e s t i o n s we may p u t t o o u r s e l v e s a s

home ro o m s p o n s o r s * 1.

Do I s e c u r e ,

in te rp re t,

a b o u t my c l a s s 2*

or in d iv id u a ls

i n my c l a s s ?

Do I g u i d e t h e g r o u p p r o c e s s t o e f f e c t b e h a v i o r changes in

3.

and use w ise ly in fo rm a tio n

th e g ro u p ?

Do I u n d e r s t a n d c o o p e r a t i o n a n d know how t o s e c u r e it?

i|_.

Do I p l a y t h e r o l e

o f a l e a d e r i n a d em ocracy?

5>.

Am I a g o o d e o - w o r k e r i n d e v e l o p i n g a g r o u p p r o g r a m ?

6*

Do I p r a c t i c e

a code o f e th ic s

t o w a r d my f e l l o w

te a c h e rs? 17 ♦

W ould I r a t h e r h a v e my home ro o m g r o u p t h a n a n y o th e r c la s s I have?

E.

BIBLIOGRAPHY: 1.

F e d d e r, R u th : tie s.

2.

S o u rces p ro v in g u s e f u l to t h i s

G u i d i n g Home ro o m a n d C lu b A c t i v i ­

M c G r a w - H i l l C o . , New Y o r k , 19^-9*

McKown, H a r r y C . :

Home Room G u i d a n c e ,

M c G r a w - H i l l Go*, New Y o r k , 19 ^6* 3.

S la v so n , S. R .:

PP* 2nd E d .,

5 2 1 PP*

An I n t r o d u c t i o n t o G ro u p T h e r a p y *

T he C om m o nw ealth F u n d , New Y o r k , 19^4-3* F.

su b je c t,

SPECIAL GUIDANCE SOURCES:

3 I4-O p p .

M a te r ia ls f o r u se i n th e

home r o o m , 1•

Bo o k s . a,

B e llm a r, F re d R ,,

et a l.:

N a t i o n a l F o ru m I n c . , b,

C h i c a g o , 19^-9*

New Y o r k ,

193^.

1938.

M cG ra w -H ill C o .,

203 PP*

B e n n e tt, M arg aret E. S chool and L i f e .

d.

222 p p .

B e n n e t t, M a rg a re t E . an d Hand, H a r o ld C .s D e sig n s f o r P e r s o n a l i t y .

c.

A b o u t G r o w in g U p,

and Hand, H a r o ld C .r

M c G r a w - H ill C o . , New Y o r k ,

176 pp.

N e u g a rte n ,

B e rn ic e L .,

N a t i o n a l F o ru m I n c . ,

et a l.:

B e in g T e e n a g e r s .

C h ic a g o , 1 9 5 0 .

270 p p .

A u d io - v is u a l a id s #

(May b e r e n t e d f r o m U n i v e r s i t y

of C a lifo rn ia ) a#

,fA re You P o p u l a r ? ” $I}-5.

9

c o l o r , $90*

l 6 mm. b l a c k a n d w h i t e , C o ro n et I n s t r u c t i o n a l F ilm ,

65 E . S o u th W ater S t . , b#

’’E m o t i o n a l H e a l t h ” . $110.

l 6 mm., b l a c k a n d w h i t e ,

M cG raw -H ill C o ., T e x t - F i l m D e p t . , 330

W. 1^2nd S t . , c.

C h ic a g o ,

C h ica g o *

’’How t o S t u d y ” .

l 6 mm., b l a c k a n d w h i t e , $]-|-5.,

c o lo r , $ 9 0 ., C oronet I n s t r u c t i o n a l F ilm s, 65 E . S o u th W ater S t . , d.

’’Human G r o w th ” .

C h ica g o .

l 6 m m ., b l a c k a n d w h i t e , $ 1 ? 0 .

E . C. Brow n T r u s t C o . , A s s o c i a t i o n F i l m s I n c . ,

35 W. l+th S t . , New Y o r k 1 9 . e.

’’You a n d Y o u r F a m i l y ” .

l 6 mm., b l a c k a n d w h i t e

$ 1 1 0 . , A s s o c i a t i o n F i l m s , 35 W. lj.£jth S t . ,

New

Y ork. f.

’’You a n d Y o u r F r i e n d s ” .

l 6 m m., b l a c k a n d

w h i t e , $ 1 1 0 . , A s s o c i a t i o n F i l m s , 35 W* New Y o r k .

th S t.

PART I I I .

THE TREATMENT

HOW TO IMPROVE THE PROGRAM OP GLASSES Once h e h a s p o i n t e d a f i n g e r a t t h e e x a c t c a u s e s o f illn e s s ,

a tra in e d

s p e c i a l i s t h a s no d i f f i c u l t y

i n g t h e d r u g s t h a t w i l l im p ro v e t h e Of c o u r s e t h e r e

in p re sc rib

in v a lid .

a r e a lw a y s c h r o n i c a i l m e n t s w h ic h m ust

be n u r s e d f o r a tim e i n o r d e r t o b r i n g a b o u t a c o m p le te cu re*

So i t

i s w i t h o u r own s c h o o l c a l e n d a r *

c a l c o n d i t i o n s l i m i t som e o f t h e

life

L ocal p h y si­

a c tiv itie s

i n w h ic h

we w o u l d e n g a g e * H ow ever, p r e s c r i b e d s h o t s a n d d e f i n i t e

e x e r c i s e s m ig h t

be th e e f f i c i e n t tim in g o f th e s c h o o l o r g a n iz a tio n , t io n a l needs p ro v id e d , ed,

an e n r ic h e d program o f c l a s s e s o f f e r

and a s in c e r e p la n f o r

e x tra -c u rric u la r a c tiv itie s *

U n l e s s we f o l l o w d o c t o r f s o r d e r s t i o n s w i l l do l i t t l e

voca­

h e a lin g .

im p lic itly , h is p re s c rip ­

CHAPTER 6 .

BETTER TIMING

HOW TO MAKE A BELL SCHEDULE IN A SCHOOL WITH A BUS PROBLEM A.

BENEFITS:

Good s t r u c t u r a l i z a t i o n o f t h e

s c h o o l day

le a d s to g e n e ra l h a p p in e ss. 1.

PUNCTUALITY: e a rs o f th e

A w e ll- c h im e d b e l l i s m u sic to

th e

t e a c h e r w h en i t m a k e s t a r d i n e s s o f

p u p ils th e e x c e p tio n r a t h e r th a n th e r u l e . 2.

PHYSICAL WELFARE:

I f th e s c h o o l d ay i s

in te llig e n t­

l y p l a n n e d , r u s h i n g t e n s e p e o p l e do n o t t e a r down th e ir h e a lth . 3.

PSYCHOLOGY OF LEARNING: tio n

I}..

W ell s p a c e d te r m s o f a t t e n ­

s p a n p ro m o te th e b e s t l e a r n i n g c o n d i t i o n s .

SMOOTH ROUTINE:

C a re fu lly s t r u c tu r e d days en co u r­

a g e s y s t e m a t i c w o rk w i t h b u s i n e s s - l i k e B.

PROBLEMS: 1.

S u g g e s tio n s f o r w o rk in g o u t th e

How t o b e g i n t h e d a y s o m o s t p e o p l e a r e a. b.

U n lo a d b u s p u p i l s fro m 1

tim e s c h e d u l e . on tim e .

u n t i l 8 A. M.

R in g th e f i r s t b e l l a t 8 :1 0 . (1 )

A llo w a s a f e t y m a r g i n . f o r b u s a r r i v a l .

(2)

L o c a l c h i l d r e n a im a t 8 :0 0 an d a r e s u r e to a rriv e

2.

e ffic ie n c y .

How t o f o r c e

by 8 :1 0 .

th e b e ll

sc h e d u le to

p e r i o d o f a n n o y in g i n t e r r u p t i o n s .

c l e a r th e c la s s

a.

L e n g th en t h e f i r s t

p a s s in g p e rio d to te n

m in u te s (1)

D isp e n se w ith a d m it s l i p s d u rin g t h i s

(2) b.

to a b s e n te e s

tim e .

A tte n d to lo c k e r d i f f i c u l t i e s

th e n .

P u t home ro o m p e r i o d f i r s t w hen d a i l y r o u t i n e i n t e r r u p t i o n s n o r m a l l y com e.

How to_ h e l p

th e

s t u d e n t p a s s f r o m ro o m t o ro o m

w ith o u t l o i t e r i n g a.

or te n s io n .

P ro v id e f i v e m in u te s f o r p a s s i n g , w h ic h i s a m p le o n o u r c o m p a c t c a m p u s .

b.

G u t down o n t r i p s

to th e

l o c k e r by t r a i n i n g

c h i l d r e n t o p l a n f o r tw o p e r i o d s a t a t i m e . How t o s e t t l e a.

on l e n g th o f c l a s s tim e .

E x p e rim e n t on s a t i s f a c t o r y (1)

le n g th o f tim e .

T r y I4.5 m i n u t e s w h i c h w i l l b e a p p r o v e d b y th e

s o lid s u b je c t te a c h e r s b u t n o t by th e

s h o p a n d home e c o n o m i c s i n s t r u c t o r s . (2 )

Recommend 5 5 m i n u t e s w h i c h w i l l make t h e s h o p men h a p p y b u t w i l l f i n d t h e c h i l d r e n re s tle s s

b.

i n m a th e m a tic s .

C o m p ro m ise o n a 5 0 m i n u t e p e r i o d .

How t o b u d g e t t h e d a y i n t o a.

c la s s p e rio d s.

L o a d b u s s e s a t t h e e n d o f t h e d a y b y 3 P* m.

14-9

b.

D i v i d e t h e m in u t.e s i n t h e b u s d a y b y 50 m in u te s s e t up f o r e a c h c l a s s .

c.

S e t u p s e v e n p e r i o d s a n d a s h o r t home ro o m p e rio d .

d. 6.

R e se rv e one p e r i o d f o r lu n c h .

How t o w o r k i n l u n c h p e r i o d s

c o in c id e n ta l to

a p p e t i t e , a p p e a l. a.

E co n o m iz e on t h e u s e o f p la y g r o u n d a n d c a f e ­ t e r i a by s e t t i n g up a d o u b le lu n c h p e r io d .

b.

B e g in th e f i r s t

lu n ch p e rio d b e fo re noon

r a th e r th a n a f t e r . (1)

Bus c h i l d r e n b r e a k f a s t e a r l y .

(2)

T h is p r e v e n ts

th e se c o n d lu n c h fro m

f a l l i n g a f t e r 1 . p . m. c.

C h o o se y o u n g e s t c h i l d r e n t o

go t o l u n c h f i r s t

s i n c e s m a l l e r c h i l d r e n e a t m o re f r e q u e n t l y . ( S e e E x h i b i t G-) 7.

8.

How t o make t i m e f o r i n t e r - c l a s s

gam es.

a.

Run a n i n t r a - m u r a l s p o r t s p r o g r a m a t n o o n .

b.

E xcuse p l a y e r s f i v e m in u te s e a r i y to lu n c h .

How t o w o r k i n a s s e m b l y o r o t h e r e x t r a - c u r r i c u l a r a f f a i r s w h en b u s c h i l d r e n m u s t l e a v e

s c h o o l p ro m p t­

ly a.

S e t up a s p e c i a l day p ro g ram on th e b e l l c lo c k , (1)

Cut t e n m in u te s o f f e a c h c l a s s p e r i o d .

50

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